Development of Metacognition Using Self-Regulated Hypertext Lesson and Feedback for Grade Nine Students
Keywords:
Metacognition, Self-regulated learning, FeedbackAbstract
The objectives of this quasi-experimental research were: 1) to compare metacognition in two factors of knowledge of cognition and regulation of cognition before and after learning with 3-type hypertext lesson; 2) to compare knowledge of cognition score and regulation of cognition score of three groups of participants after learning with hypertext lesson, self-regulated hypertext lesson, and self-regulated hypertext lesson with feedback. The participants were grade nine students from four classrooms at Kururatrangsarit School, Ratchaburi province assigned to three experimental groups and one control group using cluster random sampling and simple random sampling. The research instruments were 1) 3-type hypertext lesson, 2) the Metacognitive Awareness Inventory, and 3) the interview form. The data were analyzed using means, standard deviation, paired sample t-test, ANCOVA and Pearson’s correlation. The results were as follows: 1) the average score of knowledge of cognition and regulation of cognition after learning from the 3-type hypertext lesson was statistically higher than before learning at the 0.05 level of significance; and 2) after learning, the score of knowledge of cognition and regulation of cognition of students from the three experimental groups were significantly different at the 0.05 level.
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