UNDERSTANDING THE EFFECT OF THE METACOGNITIVE SKILLS ON PUPIL TEACHERS’ TASK PERFORMANCE: A MIXED METHODS INQUIRY
Keywords:Metacognitive skills, Pupil Teacher, Task performance, Oral presentation
This Mixed Methods inquiry has been conducted to understand the effect of Metacognitive skills on Pupil teachers’ task performance. The Explanatory Design: Follow-up Explanation Model (QUAN emphasized) has been utilized for this study. At 1st, the quantitative data collection has been done in which the pupil teachers’ Metacognitive skills were measured by a Metacognitive Skills Assessment Tool developed by the researcher. The data was collected from 100 students including male and female as well. For this purpose, 4 sections of B.Ed. Honors students were selected by using Cluster sampling. After the measurement of the Metacognitive skills, the students were assessed regarding the written-assignment task with the help of the “Assessment Criteria for Report Writing” adopted from (Siddiqui, 2016). Whereas at 2nd, the qualitative data collection has been done in which the pupil teachers’ oral presentation task performance was assessed qualitatively through the semi- structured observation. For this purpose, there were 8 students, who were selected as a sample for qualitative data collection purposively. They were the representatives of those who got extreme scores on the Metacognitive performance test. It is concluded on the basis of the quantitative findings that the Pupil teachers Metacognitive skills have a positive moderate and significant effection on their written-assignment task performance. On the other hand, it is concluded on the basis of the qualitative result that those prospective teachers who scored high in the Metacognitive skills performance test, done their Oral Presentation task performance better than those who obtained low scores on the aforementioned test.
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PAKISTAN JOURNAL OF SOCIETY, EDUCATION AND LANGUAGE (PJSEL)Abbreviated KEY Title: Pak. j. soc. educ. lang. (Online) URL: http://pjsel.jehanf.com/archives.php ISSN 2523-1227 (Online), ISSN 2521-8123 (Print
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