EVALUATING THE IMPACT OF META-COGNITIVE LEARNING IN TRADITIONAL CLASSROOMS THROUGH WEB-BASED INTERFACES

Abstract

Meta-cognitive prompts can be incorporated into a web-based learning environment to produce a reflective and analytical learning experience. The purpose of the research is to examine the impact of introducing meta-cognition in learning, through a web-based interface, on the problem-solving skills of students studying in a traditional Pakistani classroom. Mixed method design is used to evaluate perceptions of stakeholders, and data is gathered using questionnaires, semi-structured interviews, and pre-post test results. Examination of pre-test and post-test results revealed significant differences between the control and experimental groups. The attitudes of students towards problem-solving were evaluated. This involved planning, monitoring, and evaluating learning whilst approaching the content and applying it to problems. The results indicated that the participants of the experiment group reported a change of approach towards problem-solving after the intervention. It is concluded that meta-cognitive strategies, embedded as cues in a web-based learning environment, had a significant impact on the overall problem-solving approach of students.

KEYWORDS: Meta-cognitive prompts, meta-cognition, meta-cognitive strategies, web-based
learning.