Improvement of Confidence and Motivation Using Online Metacognition Tool

Autor/in	Mazumder, Quamrul H.
Titel	Improvement of Confidence and Motivation Using Online Metacognition Tool
Quelle	In: American Journal of Engineering Education, 3 (2012) 1, S.53-66 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2516
Schlagwörter	Metacognition; Engineering Education; Active Learning; Computer Software; Academic Achievement; Pretests Posttests; Technology Integration; Transformative Learning; College Freshmen; Questionnaires; Student Attitudes; Qualitative Research; Statistical Analysis; Educational Technology; Anxiety; Correlation; Communication (Thought Transfer); Group Discussion; Assignments; Scientific Concepts; Concept Formation; Michigan + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ingenieurausbildung; Aktives Lernen; Schulleistung; Pädagogische Transformation; Studienanfänger; Fragebogen; Schülerverhalten; Qualitative Forschung; Statistische Analyse; Unterrichtsmedien; Angst; Korrelation; Communication; thought; Kommunikation; Gedanke; Gruppendiskussion; Assignment; Auftrag; Zuweisung; Concept learning; Begriffsbildung
Abstract	The use of technology such as laptop computers in the classroom has long been recognized as destructive behavior since it diverts a student's attention from course topics. However, it is conceivable that every student will be using some form of technology in the near future. Determining the effects of interactive software on students' learning outcomes can have a profound effect on engineering education. The ultimate aim of this research is to transform students into active learners who are able to better comprehend, are less distracted, and can achieve higher academic performance. In this study, first year engineering students used online metacognition software while interactively participating in the classroom. Both qualitative and quantitative methods using the pre- and post-test experimental designs as well as a debriefing questionnaire were utilized. The academic achievement of students' through the integration of interactive technology was the output variable, while the input variables were divided into four categories: students' understanding of the concepts, confidence level, apprehension level, and motivation. In addition, this study also examined the amount of class participation to measure students' communication apprehension and its correlation to academic performance. In order to improve students' learning outcomes using metacognitive strategies, it was discovered that the use of interactive technology followed by group discussions and class assignments greatly enhanced students' comprehension of scientific facts and their ability to explain them. In addition, the current study showed that engineering students' communication apprehension was also reduced resulting in improvement in confidence and motivation towards academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01