Abstract
This experimental research examined the usefulness of metacognitive pedagogy on
Cognitive Self-Consciousness for Pakistan Studies. A sample of twenty-nine
prospective teachers from a distant learning university participated in this study.
One-group pretest-posttest design was used due to the small sample size and
impracticality of randomization. Primarily, the cooperative teachers were given
the training to use metacognitive pedagogy for two weeks, and then they
implemented it in the class for six weeks. Qualitative data was collected by Think
Aloud method; SPSS software (version 24) was used for calculation; and, onegroup t-test was used to find its effect. The main result of the study concluded that
metacognitive pedagogy remained significant. It is recommended that the use of
metacognitive pedagogy may lead to drawing the attention of students, open the
new doors and create willingness among the learners to dwell their minds to stay
in the undiscovered and discovered oceans of knowledge about Pakistan.
Azmat Farooq Ahmad Khurram, Mobeen-Ul-Islam. (2020) Cognitive Self-Consciousness for Pakistan Studies: A Metacognitive Pedagogy, Journal of the Research Society of Pakistan, Volume 57, Issue 1.
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