A Study of Metacognitive Knowledge and Metacognitive Regulation among Biology Teachers at Secondary Level

Saima Aamir, Qudsia Rifat


Metacognition is a higher-order thinking construct involving the control of cognition for effective learning. Metacognition has an important role in education because it can make the learner more involved in the learning process. Therefore, it is important to develop metacognitive awareness in students as well as teachers. The current study aimed to measure metacognitive knowledge and metacognitive regulation of Biology teachers at the secondary level. The key objectives of the research were to examine secondary school biology teachers’ perception of their metacognitive knowledge and metacognitive regulation by identifying memory monitoring activities and metacognitive processes. For examination of teacher's metacognitive awareness, Schraw and Dennison’s (1994) inventory (MAIT) adapted by Rehman (2011) was used as it is according to the socioeconomic setup of Pakistan. The reason for using the inventory was that it proved to be highly reliable. The inventory consisted of 37 items belonging to six dimensions of Metacognition i.e., Procedural knowledge, conditional knowledge, declarative knowledge, planning, monitoring, and evaluation. . The results indicate that the teachers have a high level of metacognitive knowledge and a lower level of metacognitive regulation. This means that majority of the teachers are aware of their knowledge, but they are week at planning, monitoring, and evaluating aspects of their knowledge. The study revealed that teachers were weakest at the evaluation dimension of the metacognitive regulation.

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