Measuring Students’ Metacognition in Real-Life Situations

METACOGNITIVE PERFORMANCE of four groups of students (hearing high-achieving, hearing average-achieving, hearing underachieving, and deaf and hard of hearing) in first through third grade in the United Arab Emirates was examined and compared. Metacognition was measured using analyses of pictures dep...

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Bibliographic Details
Published in:American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 2003, Vol.148 (3), p.233-242
Main Author: Al-Hilawani, Yasser A.
Format: Article
Language:English
Subjects:
Academic Achievement
Academic underachievement
Age Differences
Age groups
Auditory perception
Biological and medical sciences
Child
Child, Preschool
Cognition
Cognition & reasoning
Comparative Analysis
Culture
Deafness
Ear, auditive nerve, cochleovestibular tract, facial nerve: diseases, semeiology
Educational Objectives
Elementary education
Female
Foreign Countries
Grade 1
Grade 2
Grade 3
Hard of Hearing
Hearing disorders
Hearing loss
Hearing tests
High Achievement
Humans
Learning disabilities
Logical Thinking
Male
Measures (Individuals)
Medical sciences
Metacognition
Non tumoral diseases
Otorhinolaryngology. Stomatology
Partial Hearing
Prevention and actions
Problem Solving
Public health. Hygiene
Public health. Hygiene-occupational medicine
Reading Comprehension
Reasoning
Social Perception
Special education
Special needs students
Specific populations (family, woman, child, elderly...)
Students
Thinking Skills
Underachievement
United Arab Emirates
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Summary:METACOGNITIVE PERFORMANCE of four groups of students (hearing high-achieving, hearing average-achieving, hearing underachieving, and deaf and hard of hearing) in first through third grade in the United Arab Emirates was examined and compared. Metacognition was measured using analyses of pictures depicting real-life problematic events, situations, and behaviors. Participants drew on their ability to apply problem solving and logical reasoning through visual analysis and discrimination of test materials rather than through verbal analysis. Results revealed that metacognition is influenced by students’ age. Older students scored significantly higher on the metacognitive measure than younger students. Further analysis indicated that hearing high-achieving students scored significantly higher on the test than the other three groups when the age variable was controlled for. Deaf and hard of hearing students performed similarly to age-matched hearing students in applying reasoning skills to real-life situations.
ISSN:0002-726X
1543-0375
1543-0375
DOI:10.1353/aad.2003.0016