The effect of metacognitive scaffolding framework towards students performance

• 主要な著者: Ahmad, N., Jumaat, N. F., Samah, N. A., Abdullah, A. H., Ali, D. F.
• フォーマット: 論文
• 出版事項: Blue Eyes Intelligence Engineering and Sciences Publication 2019
• 主題: L Education (General)
• オンライン･アクセス: http://eprints.utm.my/id/eprint/89196/; https://www.ijrte.org/wp-content/uploads/papers/v7i6s5/F12810476S519.pdf.

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