A STUDY OF THE METACOGNITION

AWARENESS AND ACHIEVEMENT

MOTIVATION OF PROSPECTIVE
by
TEACHERS
Kothapalli Madhava Kumar M.Sc, M.Ed
Regd.No. : 1411PH101005
Admi. Year : 2014-15
Research Scholar
Krishna University, Machilipatnam,
Krishna District, A.P.
Research Supervisor
Dr. V. V. Sailaja M.Sc, M.Ed., Ph.D
Principal
S. P. M. H. College of Education
Machilipatnam
Krishna District., A.P.
 TITLE OF THE TOPIC

“A study of the
Metacognition Awareness
and Achievement Motivation
of Prospective teachers”
3 Concept of
Metacognition Awareness

Taylor (1999) defines metacognition as

“ An appreciation of what one already
knows, together with a correct
apprehension of the learning task and what
knowledge and skills it requires, combined
with the ability to make correct inferences
about how to apply one’s strategic
knowledge to a particular situation, and to
do so efficiently and reliably”.
4 Metacognition Awareness
Dfinitions
- Metacognition is "cognition
about cognition", "thinking
about thinking", "knowing
about knowing", becoming
"aware of one's awareness"
and higher-order thinking skills.
 5 Meaning of Achievement Motivation

”Achievement motivation may

be associated with a variety of
goals, but in general the behaviour
adopted will involve activity which is
directed towards the attainment of
some standard of excellence”. It
may include competition with
others in which they are surpassed.

--- Mc Clelland & Atikinson

6
Definition of Achievement
motivation
Achievement motivation is
affect in connection with
evaluated performance in
which competition with a
standard of excellence was
paramount.
 (McClelland, Atkinson, Clark, & Lowell, 1953, pp.76-77)
 7 Prospective Teachers

The term prospective teachers

in this study refer to persons who
are undergoing training courses
in different teacher training
Colleges of Education.
 Objectives of the Study

1) To study the levels of metacognition awareness of

prospective teachers.
2) To study the influence of the various variables like
Gender, Age, Academic qualifications, Social status ,
Level of Teacher Education, Academic Stream on the
metacognition awareness of prospective teachers.
3) To study the levels of achievement motivation of
prospective teachers.
4) To study the relationship between metacognition
awareness and achievement motivation of prospective
teachers.
 9
 5.To study the relationship between metacognition awareness and achievement
motivation of prospective teachers.
 6. To study the influence of the following variables on the relationship between
metacognition awareness and achievement motivation of prospective teachers.
1) Gender 2) Age 3) Academic qualifications
4) Social status 5) Level of teacher educati 6) Academic Stream
 7. To study the influence of the following variables on the different areas of the
metacognition awareness of prospective teachers.
1) Gender 2) Age 3) Academic qualifications
4) Social status 5) Level of teacher education 6) Academic Stream

 8. To study the influence of the following variables on the different areas of the
achievement motivation of prospective teachers.
1) Gender 2) Age 3) Academic qualifications
4) Social status 5) Level of teacher education 6) Academic Stream
 Variables of the Study
10

 Gender : Male/ Female

 Age : Between 18 to 20 Years /
Between 21 to 25 Years / Above 26 Years
 Academic Qualifications : Intermediate/ Graduate/ Post graduate
 Social Status : OC/ BC / SC / ST
 Level of Teacher Education : D.Ed. / B.Ed.
 Academic stream : Science/ Arts/Commerce
 Hypotheses of the Study
1.Prospective teachers differ in their levels of metacognition awareness.
2.There is a significant difference in their metacognition awareness of prospective teachers
in relation to the following variables.
1) Gender 2) Age 3) Academic qualifications
4)Social status 5)Level of teacher education 6) Academic Stream
3. Prospective teachers differ in their levels of achievement motivation.
4. There is a significant difference in their achievement motivation of prospective teachers
in relation to the following variables.
1) Gender 2) Age 3) Academic qualifications
4) Social status 5) Level of teacher education 6) Academic Stream
5. There is a significant relationship between metacognition awareness and
achievement motivation of prospective teachers towards.
6. The following variables make a significant influence on the relationship
between metacognition awareness and achievement motivation of prospective
teachers.
1) Gender 2) Age 3) Academic qualifications
4) Social status 5) Level of teacher education 6) Academic Stream
7. There is a significant difference in the different areas of metacognition
awareness of prospective teachers in relation to the following variables.
1) Gender 2) Age 3) Academic qualifications
4) Social status 5) Level of teacher education 6) Academic Stream
8. There is a significant difference in the different areas of achievement
motivation of prospective teachers in relation to the following variables.
1) Gender 2) Age 3) Academic qualifications
4) Social status 5) Level of teacher education 6) Academic Stream
Sastry, D. S. N., Srinivasa Rao, Boda and Trimuthulu, V. (2015) studied on certain
variables on metacognition awareness of prospective teachers. The findings showed that
gender, age, academic qualifications, locality and level of teacher education of prospective
teachers do not make a significant difference in their metacognition awareness, and mode of
admission of prospective teachers makes a significant difference in their metacognition
awareness.
Srinivasa Rao, Boda and Trimuthulu, V. (2015) studied on effect of gender, age and
academic qualifications of prospective teachers in different areas of metacognition
awareness. The results revealed that gender and age of prospective teachers does not make
significant difference in the dimensions of knowledge of cognition process and regulation of
cognition process of metacognition awareness, and academic qualifications of prospective
teachers do not make a significant difference in the dimension of knowledge of cognition
process of metacognition awareness. Prospective teachers with academic qualification of
intermediate group possess high metacognition awareness in the dimension regulation of
cognition process, when compared to their graduate counterparts.
Sailaja, Ch. S. and Sastry, D. S. N. (2016) conducted a study of metacognition awareness of student
teachers. The results revealed that the type of admission of the student teachers did not make any
significant difference on their metacognition awareness, the locality of the student teachers did not
make any significant difference on their metacognition awareness, and the qualifications of the student
teachers did not make any significant difference on their metacognition awareness.
Sastry, D. S. N., Srinivasa Rao, Boda and Trimuthulu, V. (2016) conducted a study on the effect of
mode of admission, locality and level of teacher education of prospective teachers in different areas of
metacognition awareness. The results found that mode of admission of prospective teachers does not
make a significant difference in the dimension, ‘knowledge of cognition process’ of metacognition
awareness, mode of admission of prospective teachers makes a significant difference in the dimension,
‘regulation of cognition process’ of metacognition awareness. when compared to the prospective
teachers whose admissions were made by the college management, locality of prospective teachers
makes a significant difference in the dimension, ‘knowledge of cognitive process’ of metacognition
awareness. Urban prospective teachers possess high metacognition awareness in the dimension
knowledge of cognition process, when compared to rural counterparts, locality of prospective teachers
does not make a significant difference in the dimension, ‘regulation of cognition process’ of
metacognition awareness, level of teacher education of prospective teachers does not make a
significant difference in the dimension,
Anitha, A. and I. Jesudoss S. J.(2015) conducted study on cognitive self management
and achievement motivation of higher secondary students. There was significant
association between mother’s education of higher secondary students and their
achievement motivation. There was no significant association between mother’s
occupation of higher secondary students and their accomplishment, power, recognition,
affiliation and achievement motivation but there was significant association between
mother’s education of higher secondary students and their strength. There was significant
relationship between cognitive self-management and achievement motivation of higher
secondary school students and There was significant relationship between cognitive self-
management and achievement motivation of urban higher secondary school students.
Sangam Chakravarthi, N. and Porgio, G. (2015) studied on relationship between
self esteem and achievement motivation of higher secondary students. Findings
revealed that There was significant difference between male and female higher
secondary students in their self esteem. There was significant difference between rural
and urban higher secondary students in their self esteem. There was significant
difference between male and female higher education students in their achievement
motivation. There was significant difference among boys, girls and co-education higher
secondary students in their self esteem and There was significant relationship between
self esteem and achievement motivation of higher secondary students.
 METACOGNITION AWARENESS INVENTORY
19

It was developed by Punita Govil (2003). The inventory contains 30 items. The
validity of the tool was 0.85 and reliability of the tool was 0.82. The items given in this
inventory have been designed to measure two dimensions metacognition awareness. They
are knowledge of cognitive and regulation of cognitive.
Knowledge of Cognitive: It deals with all concepts, which are related to our thinking
processes such as self-concept of knowledge, self intelligence, self-memory, attention,
study habits etc.
Regulation of Cognitive: It includes all those mechanisms through which we regulate
our thinking process such as orientation, planning, monitoring, testing, repairing,
evaluating, reflecting etc.
 Total items
Sl. Serial No.
Dimensions in each
No. in the Scale
area
20

Knowledge 2, 3, 5, 7, 9, 11, 12, 13, 15, 17, 22, 28

1 13
of cognitive and 30.

Regulation 1, 4, 6, 8, 10, 14, 16, 18, 19, 20, 21, 23,

2 17
of cognitive 24, 25, 26, 27 and 29.

Total 30

Method of Scoring
The inventory was prepared on four-point scale type with
not at all, somewhat, to considerable extent, and very much
so. If a respondent marks ‘Not at all’, it is given a weightage
of 1 point. Similarly 2, 3, 4 points are given for marking on
‘somewhat’, ‘to considerable extent’ and ‘very much so’
respectively. The range of scores is from 30 to 120.
 ACHIEVEMENT MOTIVATION SCALE (A.M.S)
21

The Achievement Motivation Scale constructed by Shah Beena, Education Faculty,

Garhwal University, Srinagar (1986) was used as the tool. The scale consists of 40
statements. It deals with four different areas. They are
• Need for Academic successes
• Need for Vocational Achievement
• Need for Social Achievement and
• Need for Skill Achievement
This scale is a three point scale. Each statement was followed by three alternative
responses. The alternatives are arranged in order of one’s inclination towards achievement
in the areas-academic, vocation, social context and skills. The respondent should choose
the most suitable response out of the three.
 Total Items
Sl.
Areas Serial No. in the Scale in Each
No.
Area
Need for Academic 2, 3, 11, 14, 18, 21, 26, 31,
1 10
Successes 37, 40.
Need for Vocational 1, 5, 9, 13, 16, 17, 19, 20, 33,
2 10
Achievement 36.
Need for Social 4, 7, 12, 15, 22, 23, 27, 34,
3 10
Achievement 38, 39.
Need for Skill 6, 8, 10, 24, 25, 28, 29, 30,
4 10
Achievement 32, 35.
Total 40

Method of Scoring
Each item’s alternative is assigned a weightage 1, 2, and 3 are
respectively awarded for alternatives (A), (B) and (C) respectively for
any statement. Thus, the scale value lies between 40 and 120.
23 Progress of Research Work

I have collected the

theoretical information
regarding metacognition
awareness, achievement
motivation & prospective
Teachers
24 Progress of research work

I have gathered and studied the

reviews of previous researches on
the topic and would like to study
some more reviews for carrying
my research work successfully
25 Progress of research work

I have completed my data collection

I have taken 1200 samples. Out of 1200

600 are the B.Ed. Students and the
remaining 600 are the D.Ed students
26 Publications
S.No Title of the Name of Volum Issue No Year Page
Paper the e No and Nos
Publisher/ Month of
Journal Publicati
on
Educational
Institutions
as a centers January
1 Sucharitha 3 1 92-101
to provide 2015
quality
leaders
Internation
Transfer of al Journal
Learning to of
the students Multidiscipl April
2 4 4(2) 255-265
through the inary 2015
means of Education
Technology al
Research
27 Presentations
S.No Title of the Name of Volum Issue No Year Page
Paper the e No and Nos
Publisher/ Month of
Journal Publicati
on
Skill
developme
1 nt in ANUR 1 1 2016 59-60
Teacher
Education
28 Plan of Action

 Analysis and Interpretation : 20 Weeks

 Review of remaining Literature : 10 Weeks
 Typing : 12 Weeks
 Total Time : 42 Weeks
 Anitha, A. and I. Jesudoss S. J. (2015). Cognitive self management and
achievement motivation of higher secondary students, Xavier Journal of Research
Abstracts, 2014-2015, vol.2 p.10.
 Punita Govil (2003). Metacognition Inventory, Lecturer Department of Education,
N.K.B.M.G. Degree College, and CHANDAUSI.
 Sangam Chakravarthi, N. and Porgio, G. (2015). Relationship between self esteem
and achievement motivation of higher secondary students, Xavier Journal of
Research Abstracts, 2014-2015, vol. 2, p.14.
 Shah Beena (1986). Manual of Achievement Motivation Scale, Education Faculty,
Garhwal University, Srinagar, Published by Agra Psychological Research Cell,
Tiwari Kothi, Belanganj, and Agra-282004.
 Sastry, D. S. N., Boda Srinivasa Rao and V. Trimuthulu (2015). Study on Certain
Variables on Metacognition Awareness of Prospective Teachers. International
Journal of Multidisplinary Educational Research, December 2015, 4, 12(2), 19-31,
ISSN: 2277-7881.
 Sastry, D. S. N., Srinivasa Rao, Boda and Trimuthulu, V. (2016). A study on the
Effect of Mode of Admission, Locality and Level of Teacher Education of
Prospective Teachers in different Areas of Metacognition Awareness. Journal of
Educational Endeavours, July 2016, 10(1), 1-11, ISSN: 2319-3018.
 Sailaja, Ch. S. and Sastry, D. S. N. (2016). A study of Metacognition Awareness of
Student Teachers. Journal of Community Guidance and Research, March 2016,
33(1), pp. 188-198.
30 Thanks & Regards

by
Kothapalli Madhava Kumar M.Sc, M.Ed
Research Scholar
Krishna University, Machilipatnam,
Krishna District, A.P.
Mobile No : 9441750989
E-mail Id : kmadhu.bvrm@gmail.com