• Dr. Muhammad Shahid Zulfiqar Ali Visiting Lecturer, Division of Education, University of Education, Lahore, Pakistan
  • Dr. Muhammad Ashfaq Assistant Professor, Department of Special Education, University of Education, Lahore, Pakistan.
  • Syeda Beensih Batool Lecturer, Department of Special Education,University of Education, Lahore, Pakistan


Metacognition; Metacognitive skills, Prospective teachers; Oraltask performance


The current quantitative study was conducted for investigating the effect of the Metacognitive skills on pupil teachers’ oral task performance. The independent variable for this study was “Metacognitive skills” whereas the dependent variable was prospective teachers’ “oral task performance”. Thestudy wasconducted while using the Quasi-Experimental non equivalent pretest-posttest control group design. The two sections of B.Ed (Honors) Semester-I (each consisting of 30 students) were selected conveniently for this study. These groups were taken from a public sector university based in Lahore. Before the intervention, both of the selected groups have been pretested and there was no statistical difference found among them concerning their Metacognitive Skills. The intervention (Cooperative Learning approach) was given to the experimental group whereas the controlled group was given the conventional treatment. The intervention duration consisted of one semester only. The researcher used a performance test named “Metacognitive Skills Assessment Tool” (MSAT) adapted from (Ali, Siddiqui, & Tatlah, 2020) comprising 14 items (representing Metacognitive skills) to measure the prospective teachers’ skills. Furthermore, the Rubrics for Metacognitive Skills Assessment Tool (RMSAT) were used to rate the prospective teachers’ performance taken on MSAT. These were also adopted from (Ali, Siddiqui, & Tatlah, 2020). On the other hand, the prospective teachers’ oral task performance (oral presentation) was assessed by the “Oral Presentation Assessment Sheet (OPAS)” developed by (Siddiqui, 2016).Base on the results, it has been concluded that the Metacognitive skills have a statistically significantly high effect on prospective teachers’ oral task performance. Based on the results, it is recommended that the teacher educators should use Metacognitive development strategies to develop these skills in prospective teachers so that their oral task performance could be enhanced.



How to Cite

Dr. Muhammad Shahid Zulfiqar Ali, Dr. Muhammad Ashfaq, & Syeda Beensih Batool. (2022). EFFECT OF METACOGNITIVE SKILLS ON PROSPECTIVE TEACHERS’ ORAL TASK PERFORMANCE. Pakistan Journal of Society, Education and Language (PJSEL), 9(1), 167-176. Retrieved from https://pjsel.jehanf.com/index.php/journal/article/view/946