Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16214
Title: 
Impact of metalearning intervention on problem-solving and achievement in mathematics, science and social studies
Authors: 
Keywords: 
Primary pupils
Metalearning
Intervention
Mathematics
Science
Social Studies
Issue Date: 
Nov-1994
Citation: 
Chang, A. S. C., Ho, W. K., Goh, N. K., & Chia L. S. (1994, November). Impact of metalearning intervention on problem-solving and achievement in mathematics, science and social studies. Paper presented at the Eightieth Annual Conference of the Educational Research Association, Singapore.
Abstract: 
The study attempted to investigate whether Primary Five pupils can be taught metalearning strategies through Mathematics, Science and Social Studies. Two neighbourhood government primary schools with a similar social economic background participated in the study. One was randomly chosen to be the Experimental School and the other the Control School. The form teachers of the two classes in the Experimental School became the experimenting teachers. The chosen subjects were pre- and post tested on a set of 13 metalearning tasks. The Experimental pupils did significantly better in the metalearning tasks after ten weeks of exposure to metalearning strategies. Their performance in Mathematics, Science and Social Studies in the Final Examination showed apparent improvement over their mid-year scores, especially in Mathematics. Experimental pupils who were interviewed were unanimous in their preference for the teaching approach using metalearning strategies. They felt that they were made to think more as a result of the activities underscoring metalearning.
URI: 
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
ERA-1994-ChangASC.pdf812.35 kBAdobe PDFView/Open
Show full item record

Page view(s) 50

64
Last Week
0
Last month
checked on Oct 16, 2018

Download(s) 50

30
checked on Oct 16, 2018