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Relationship between metacognitive knowledge, metacognitive monitoring and self-regulation during problem-based laboratory among final-year electrical engineering students of Universiti Teknologi Malaysia

In order to solve a problem, metacognition is needed, as it triggers the learning of the individuals. The learning skills are very important to the engineering students as it developed the students to solve the problem through the engineering curriculum as well as experiences in life. There are thre...

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Main Author: Wong, Yee Ching
Format: Thesis
Language:English
Published: 2021
Subjects:
LB1050.9-1091 Educational psychology
Online Access:http://eprints.utm.my/id/eprint/100264/1/WongYeeChingMPP12021.pdf
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spelling my.utm.1002642023-03-29T07:11:34Z http://eprints.utm.my/id/eprint/100264/ Relationship between metacognitive knowledge, metacognitive monitoring and self-regulation during problem-based laboratory among final-year electrical engineering students of Universiti Teknologi Malaysia Wong, Yee Ching LB1050.9-1091 Educational psychology In order to solve a problem, metacognition is needed, as it triggers the learning of the individuals. The learning skills are very important to the engineering students as it developed the students to solve the problem through the engineering curriculum as well as experiences in life. There are three main objectives in this study, which are (1) to identify the metacognitions’ level of the engineering through the problemsolving process, (2) to examine whether there is difference exist in the level of the metacognitions between the two phases, which are Phase 1: problem identification and Phase 2: strategy development and problem-solving process and (3) to observe whether there is relationship exists between the Metacognitive Knowledge and Metacognitive Monitoring and Self-Regulation when the students undergo the problem-solving process in the problem-based laboratory. Questionnaire established by Rakib (2019) were administered using Google Forms to gather the data for the study. The questionnaire consisted of 149 items and through the purposive sampling method, the study had obtained 128 responses from final-year electrical engineering students who studied in Universiti Teknologi Malaysia. The four metacognitions’ level, which consisted of Metacognitive Knowledge in Phase 1, Metacognitive Monitoring and Self-Regulation in Phase 1, Metacognitive Knowledge in Phase 2 and Metacognitive Monitoring and Self-Regulation in Phase 2 were moderately high. There was a significant difference between Metacognitive Knowledge in Phase 1 and Phase 2, as well as Metacognitive Monitoring and Self-Regulation in Phase 1 and Phase 2, as the p-value is less than 0.05. The significant correlation between Metacognitive Knowledge in Phase 2 and Metacognitive Monitoring and SelfRegulation in Phase 2 were found to be very strong. While the significant correlation between Metacognitive Knowledge in Phase 1 and Metacognitive Monitoring and Self-Regulation in Phase 1 were found to be strong. The data collected from this study might be helpful for the facilitators in understanding the metacognitive of the students and they would be able to provide guidance to the students in enhancing their skills in solving problem. 2021 Thesis NonPeerReviewed application/pdf en http://eprints.utm.my/id/eprint/100264/1/WongYeeChingMPP12021.pdf Wong, Yee Ching (2021) Relationship between metacognitive knowledge, metacognitive monitoring and self-regulation during problem-based laboratory among final-year electrical engineering students of Universiti Teknologi Malaysia. Masters thesis, Universiti Teknologi Malaysia. http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:150376
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic LB1050.9-1091 Educational psychology
spellingShingle LB1050.9-1091 Educational psychology
Wong, Yee Ching
Relationship between metacognitive knowledge, metacognitive monitoring and self-regulation during problem-based laboratory among final-year electrical engineering students of Universiti Teknologi Malaysia
description In order to solve a problem, metacognition is needed, as it triggers the learning of the individuals. The learning skills are very important to the engineering students as it developed the students to solve the problem through the engineering curriculum as well as experiences in life. There are three main objectives in this study, which are (1) to identify the metacognitions’ level of the engineering through the problemsolving process, (2) to examine whether there is difference exist in the level of the metacognitions between the two phases, which are Phase 1: problem identification and Phase 2: strategy development and problem-solving process and (3) to observe whether there is relationship exists between the Metacognitive Knowledge and Metacognitive Monitoring and Self-Regulation when the students undergo the problem-solving process in the problem-based laboratory. Questionnaire established by Rakib (2019) were administered using Google Forms to gather the data for the study. The questionnaire consisted of 149 items and through the purposive sampling method, the study had obtained 128 responses from final-year electrical engineering students who studied in Universiti Teknologi Malaysia. The four metacognitions’ level, which consisted of Metacognitive Knowledge in Phase 1, Metacognitive Monitoring and Self-Regulation in Phase 1, Metacognitive Knowledge in Phase 2 and Metacognitive Monitoring and Self-Regulation in Phase 2 were moderately high. There was a significant difference between Metacognitive Knowledge in Phase 1 and Phase 2, as well as Metacognitive Monitoring and Self-Regulation in Phase 1 and Phase 2, as the p-value is less than 0.05. The significant correlation between Metacognitive Knowledge in Phase 2 and Metacognitive Monitoring and SelfRegulation in Phase 2 were found to be very strong. While the significant correlation between Metacognitive Knowledge in Phase 1 and Metacognitive Monitoring and Self-Regulation in Phase 1 were found to be strong. The data collected from this study might be helpful for the facilitators in understanding the metacognitive of the students and they would be able to provide guidance to the students in enhancing their skills in solving problem.
format Thesis
author Wong, Yee Ching
author_facet Wong, Yee Ching
author_sort Wong, Yee Ching
title Relationship between metacognitive knowledge, metacognitive monitoring and self-regulation during problem-based laboratory among final-year electrical engineering students of Universiti Teknologi Malaysia
title_short Relationship between metacognitive knowledge, metacognitive monitoring and self-regulation during problem-based laboratory among final-year electrical engineering students of Universiti Teknologi Malaysia
title_full Relationship between metacognitive knowledge, metacognitive monitoring and self-regulation during problem-based laboratory among final-year electrical engineering students of Universiti Teknologi Malaysia
title_fullStr Relationship between metacognitive knowledge, metacognitive monitoring and self-regulation during problem-based laboratory among final-year electrical engineering students of Universiti Teknologi Malaysia
title_full_unstemmed Relationship between metacognitive knowledge, metacognitive monitoring and self-regulation during problem-based laboratory among final-year electrical engineering students of Universiti Teknologi Malaysia
title_sort relationship between metacognitive knowledge, metacognitive monitoring and self-regulation during problem-based laboratory among final-year electrical engineering students of universiti teknologi malaysia
publishDate 2021
url http://eprints.utm.my/id/eprint/100264/1/WongYeeChingMPP12021.pdf
http://eprints.utm.my/id/eprint/100264/
http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:150376
_version_ 1762392181800173568
score 13.211869

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