The effect of metacognitive scaffolding framework towards students performance
The purpose of this study is to investigate the effectiveness of metacognitive scaffolding framework in social learning environment towards students’ success. This framework was developed by Jumaat and Tasir (2016) and it is focused on two dominant mechanisms of metacognitive scaffolding which are:...
Saved in:
Main Authors: | , , , , |
---|---|
Format: | Article |
Published: |
Blue Eyes Intelligence Engineering and Sciences Publication
2019
|
Subjects: | |
Online Access: | http://eprints.utm.my/id/eprint/89196/ https://www.ijrte.org/wp-content/uploads/papers/v7i6s5/F12810476S519.pdf. |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
id |
my.utm.89196 |
---|---|
record_format |
eprints |
spelling |
my.utm.891962021-02-09T02:37:31Z http://eprints.utm.my/id/eprint/89196/ The effect of metacognitive scaffolding framework towards students performance Ahmad, N. Jumaat, N. F. Samah, N. A. Abdullah, A. H. Ali, D. F. L Education (General) The purpose of this study is to investigate the effectiveness of metacognitive scaffolding framework in social learning environment towards students’ success. This framework was developed by Jumaat and Tasir (2016) and it is focused on two dominant mechanisms of metacognitive scaffolding which are: i) Supporting reflective writing (MS3) and ii) Guide students to focus on the learning process (MS4). Initially, a survey on students’ perceptions using Facebook as a platform for instructor scaffolding were administered. Then student’s improvements in learning were also investigated after the mediation from metacognitive scaffolding. Twenty-three (23) undergraduate students who enrolled in Telecommunication and Networking course were involved in this study. Data were gathered from the questionnaire, the online discussion transcripts in Facebook and also a performance test. Results showed that Facebook can be a platform for instructor scaffolding which they perceived that this platform enabled them to communicate at their convenience and it allows them to communicate with their lecturer frequently. Results also revealed that there is a significant difference on students’ performance before and after the mediation from metacognitive scaffolding (t =-10.94, df = 22, p < 0.05). Thus, this study suggests that framework of metacognitive scaffolding is important to enhance student’s performance in social learning environment Blue Eyes Intelligence Engineering and Sciences Publication 2019-04 Article PeerReviewed Ahmad, N. and Jumaat, N. F. and Samah, N. A. and Abdullah, A. H. and Ali, D. F. (2019) The effect of metacognitive scaffolding framework towards students performance. International Journal of Recent Technology and Engineering, 7 (6). pp. 1584-1593. ISSN 2277-3878 https://www.ijrte.org/wp-content/uploads/papers/v7i6s5/F12810476S519.pdf. |
institution |
Universiti Teknologi Malaysia |
building |
UTM Library |
collection |
Institutional Repository |
continent |
Asia |
country |
Malaysia |
content_provider |
Universiti Teknologi Malaysia |
content_source |
UTM Institutional Repository |
url_provider |
http://eprints.utm.my/ |
topic |
L Education (General) |
spellingShingle |
L Education (General) Ahmad, N. Jumaat, N. F. Samah, N. A. Abdullah, A. H. Ali, D. F. The effect of metacognitive scaffolding framework towards students performance |
description |
The purpose of this study is to investigate the effectiveness of metacognitive scaffolding framework in social learning environment towards students’ success. This framework was developed by Jumaat and Tasir (2016) and it is focused on two dominant mechanisms of metacognitive scaffolding which are: i) Supporting reflective writing (MS3) and ii) Guide students to focus on the learning process (MS4). Initially, a survey on students’ perceptions using Facebook as a platform for instructor scaffolding were administered. Then student’s improvements in learning were also investigated after the mediation from metacognitive scaffolding. Twenty-three (23) undergraduate students who enrolled in Telecommunication and Networking course were involved in this study. Data were gathered from the questionnaire, the online discussion transcripts in Facebook and also a performance test. Results showed that Facebook can be a platform for instructor scaffolding which they perceived that this platform enabled them to communicate at their convenience and it allows them to communicate with their lecturer frequently. Results also revealed that there is a significant difference on students’ performance before and after the mediation from metacognitive scaffolding (t =-10.94, df = 22, p < 0.05). Thus, this study suggests that framework of metacognitive scaffolding is important to enhance student’s performance in social learning environment |
format |
Article |
author |
Ahmad, N. Jumaat, N. F. Samah, N. A. Abdullah, A. H. Ali, D. F. |
author_facet |
Ahmad, N. Jumaat, N. F. Samah, N. A. Abdullah, A. H. Ali, D. F. |
author_sort |
Ahmad, N. |
title |
The effect of metacognitive scaffolding framework towards students performance |
title_short |
The effect of metacognitive scaffolding framework towards students performance |
title_full |
The effect of metacognitive scaffolding framework towards students performance |
title_fullStr |
The effect of metacognitive scaffolding framework towards students performance |
title_full_unstemmed |
The effect of metacognitive scaffolding framework towards students performance |
title_sort |
effect of metacognitive scaffolding framework towards students performance |
publisher |
Blue Eyes Intelligence Engineering and Sciences Publication |
publishDate |
2019 |
url |
http://eprints.utm.my/id/eprint/89196/ https://www.ijrte.org/wp-content/uploads/papers/v7i6s5/F12810476S519.pdf. |
_version_ |
1691733080625119232 |
score |
13.18916 |