Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16230
Title: Affective effects of metalearning intervention
Authors: Tey, Sau Hing
Seng, Alice Seok-Hoon
Lim-Quek, Muriel
Chang, Agnes Shook Cheong
Keywords: Metalearning
Intervention
Affective
Primary students
Mathematics
Science
Social Studies
Problem-solving
Issue Date: Nov-1994
Citation: Tey, S. H., Seng, A. S. H., Lim-Quek, M., & Chang, A. S. C. (1994, November). Affective effects of metalearning intervention. Paper presented at the Eightieth Annual Conference of the Educational Research Association, Singapore.
Abstract: This paper is an attempt to capture the affective effects on the Primary Five students as a result of incorporating metalearning strategies in the teaching of Mathematics, Science and Social Studies. The introspection methodology was used whereby the students were interviewed and asked to make confidence, ease-of-learning and feeling-of-knowing judgements on their learning and performance in the three subjects after intervention. Their judgements were then matched with the gains in mean scores of their final over their mid-year examination results to determine students' metalearning experiences in monitoring their learning of academic subjects. Prior to intervention, observations were made of students' problem-solving behaviours to gain insight into students' metalearning functioning. This information subsequently served to guide the choice of appropriate intervention strategies. Results showed clearly that the academically weaker students were deficient in their monitoring system. They had a tendency to overestimate their abilities at performing academic tasks, yet at the same time, lacked the confidence when confronted with problem-solving tasks. It was observed that these students did encounter difficulty in organization, was not able to apportion their time appropriately to different types of problems and they tended to give up easily in the face of failure to solve the problems. After intervention however, the experimental students which included the weaker ones as well appeared to have improved in their confidence judgements and seemed more accurate in their predictions of their own performance at various academic tasks.
URI: http://hdl.handle.net/10497/16230
Appears in Collections:Conference Papers

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