Metacognitive Skills Among High School Teachers
Abstract
The research is called Metacognitive Skills among High School Teachers, and it discusses a critical issue in the modern world of pedagogical practice. At the center of the discussion, the issue of metacognition in educational achievement is evident since the quality of teaching is intertwined with high-level metacognitive abilities of the teachers and students. In fact, the metacognition has acquired importance as a necessary component of teaching psychology, which is evident in daily occurrences of every member of society. It allows a person to be a successful learner and can be referred to as being intelligent. Studies in metacognition have given the educational psychologists insight on the cognitive processes that are used to learn and the factors that distinguish the successful students/learners with those who are not so successful. It also has significant implications on the teaching practice including educating students on how to be more conscious about their learning processes and results and how they can control those processes to learn better. The study used purposive sampling and survey technique on a population of Hundred high school teachers in Dindigul district, Tamil nadu, India. The researcher created and tested a Metacognition Scale’ and made a ‘personal data sheet. Categorical data in terms of “percentage, mean, standard deviation, t-test, and ANOVA were used to analyze” data.
