The use of metacognitive interventions to enhance secondary students’ metacognitive capabilities and their achievements in science
This action research study was designed to conduct and evaluate the effectiveness of a repertoire of interventions in three cycles to enhance secondary students’ metacognitive capabilities and achievement in science. Generally, the research findings from quantitative data suggested no significant ga...
| Main Author: | |
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| Format: | Thesis |
| Language: | English |
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Curtin University
2013
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| Online Access: | http://hdl.handle.net/20.500.11937/959 |
| _version_ | 1848743530796679168 |
|---|---|
| author | Wagaba, Francis |
| author_facet | Wagaba, Francis |
| author_sort | Wagaba, Francis |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This action research study was designed to conduct and evaluate the effectiveness of a repertoire of interventions in three cycles to enhance secondary students’ metacognitive capabilities and achievement in science. Generally, the research findings from quantitative data suggested no significant gains whereas the qualitative data suggested gains in metacognitive strategies only for high and average achieving students. Students’ achievements in science tests were greater for content knowledge than explanations. |
| first_indexed | 2025-11-14T05:47:02Z |
| format | Thesis |
| id | curtin-20.500.11937-959 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T05:47:02Z |
| publishDate | 2013 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-9592017-02-20T06:41:07Z The use of metacognitive interventions to enhance secondary students’ metacognitive capabilities and their achievements in science Wagaba, Francis This action research study was designed to conduct and evaluate the effectiveness of a repertoire of interventions in three cycles to enhance secondary students’ metacognitive capabilities and achievement in science. Generally, the research findings from quantitative data suggested no significant gains whereas the qualitative data suggested gains in metacognitive strategies only for high and average achieving students. Students’ achievements in science tests were greater for content knowledge than explanations. 2013 Thesis http://hdl.handle.net/20.500.11937/959 en Curtin University fulltext |
| spellingShingle | Wagaba, Francis The use of metacognitive interventions to enhance secondary students’ metacognitive capabilities and their achievements in science |
| title | The use of metacognitive interventions to enhance secondary students’ metacognitive capabilities and their achievements in science |
| title_full | The use of metacognitive interventions to enhance secondary students’ metacognitive capabilities and their achievements in science |
| title_fullStr | The use of metacognitive interventions to enhance secondary students’ metacognitive capabilities and their achievements in science |
| title_full_unstemmed | The use of metacognitive interventions to enhance secondary students’ metacognitive capabilities and their achievements in science |
| title_short | The use of metacognitive interventions to enhance secondary students’ metacognitive capabilities and their achievements in science |
| title_sort | use of metacognitive interventions to enhance secondary students’ metacognitive capabilities and their achievements in science |
| url | http://hdl.handle.net/20.500.11937/959 |