REPORT I

EDUC 293: Research Designs and Techniques

Applied to Education

Submitted by:
Clarisse Jean V. Tambong
Masters of Arts in Education, Major in General Science
2nd Semester, 2018-2019

Submitted to:
Edwehna Elinore S. Paderna, Ph.D
Assistant Professor
Science Education Area
College of Education
University of the Philippines Diliman
 REPORT 1: RESEARCH PROBLEMS
1. UPCed Master’s Thesis

Title: Manipulatives with Reflection Prompts: effects on Student Metacognitive and Mathematical Problem

Solving

Author: Anne J. Marso

Date: Dec. 2015

Research Recommendations Possible Thesis Tile/Topic

1. Use of manipulatives in teaching geometry and Manipulatives Involved Strategies: Effect on
measurement. Manipulative associated with Conceptual Understanding in Science
enhanced understanding of basic concepts.

2. Conduct similar studies that can be useful in Manipulative Enhanced Collaborative Strategies:
everyday life. Effects on Self Expression of Conceptual
3. The Impact of Academic Related Factors Personal Understanding in Science
Profiles and their capability to communicate and
express themselves can also be investigated.
Title: Biology Teachers’ Inquiry Based Instruction: Effects on Student Scientific Knowledge and Reasoning

Skills

Author: Aimee Grace Ricio Cataban

Date: Dec. 2015

Research Recommendations Possible Thesis Tile/Topic

1. Conduct the study in public school setting. Science teachers’ Inquiry based Approaches: Effect
on the Acquisition of Self competence in Science
2. Students must take the test right after the topics
have been covered.
3. Identify the effect of teachers’ pedagogical Science Teachers Pedagogical Preferences:
content, knowledge and skills and competencies Effects on the Acquisition of Inquiry Skills in Science
in the use of Inquiry based instruction and show
these teachers’ aspects affect student learning.
Title: Conative Problem Based Inquiry: Effects on Self Direction, Self-Regulation and Achievement in

Biology

Author: Agnes Bibanes Savadora

Date: Oct.2013

Research Recommendations Possible Thesis Tile/Topic

1. Involve the concept of anxiety, self- concept and Conative Approaches and Strategies: Effects on
past achievements. Students’ self-concept and problem resolution
2. Compare with the other teaching strategies such involved in Science
as constructivist Method, Issue based and
Traditional Method.
3. Can be tested in the other subjects as well.
Title: Student-Designed Inquiry: Effects on Scientific Reasoning and Conceptual Understanding in

Physics

Author: Regina Carla D. Regalado

Date: May 2013

Research Recommendations Possible Thesis Tile/Topic

1. Implement the Student Designed Inquiry in Student and Teacher Performance Based Designed
one academic year (twice per unit of lesson) Inquiry Activities: Effects on the Development of
Higher-Ordered Thinking Skills of Students and Self-
2. Consider the Inquiry Levels of the reliance
experimental and Conventional Group
3. Include Group Tasks Performance and Actual
Assessment in Addition to Pencil and Paper
Test
4. Future Researchers can look on the following
effects of SDI on Science Process Skills,
Higher Ordered thinking Skills, Self-Efficacy
and Attitude
Title: Problem Based Learning: Effects on Critical and Creative thinking Skills in Biology

Author: Jason A. Orozco

Date: March 2013

Research Recommendations Possible Thesis Tile/Topic

1. Examine the effects of Problem Based Problem Based Teaching Strategies: Effects
Learning Approach on the other on the Acquisition Life Long Learning Abilities
variables in teaching biology. of the Students
Title: Collaborative Metacognition: Effects on Student Problem Solving Performance and Learning

Attitude in Chemistry

Author: Joan G. Salise

Date: Dec. 2014

Research Recommendations Possible Thesis Tile/Topic

1. Consider the academic quarters in a school Micro and Macro-Scaled Collaborative
(preferably not in the 4th quarter when students are Metacognition Strategies; Effects on Perceived
busy with other school task. Role of Students in Acquiring Scientific Skills and
2. Longer Duration for the study to be replicated to Concept Retention
further examine effects of collaborative
metacognition, problem solving, performance and
learning attitudes of students in Chemistry.
3. Apply strategies of collaborative Metacognition to
other subjects.
4. Modify the problem solving prompts.
5. Devise a strategy to ensure that the journal entries Self-Regulated Journal Writing and
represent the affect of the group not just the one Metacognitive Strategies: Effect on the Middle
writing the journal. Grade School Students Science Empathy and
6. Examine the effects of collaborative metacognition Life Skills Acquisition
to a larger population.
7. Consider the use of lower grade levels for younger
respondents/population.
8. Apply/develop pre and posttests instrument in
gathering data of the metacognitive skills of the
students.
9. Conduct an interview with the teachers and
students after the strategy was used to get
additional qualitative results.
Title: Enhancing Students’ Academic Self-Regulation and Engagement in Physics Using Brain-Based

Teaching Approach

Author: John Niel Tan Masong

Date: June 2018

Research Recommendations Possible Thesis Tile/Topic

1. Conduct similar study for a longer period of time Brain Based Teaching Approach: Effects on the 21 st
with different sets of students. Century Skills Across grade levels in the Junior High
School

2. Conduct the effects of Brain- Based Teaching Brain Based Teaching Approach: effects on the
Approach to other variables like problem solving metacognitive abilities and problem solving in
skills and conceptual understanding, academic Science
performance as well as agentic engagement in
class.

3. Conduct similar studies to other disciplines Brain Based Teaching Approach: Effects on the
incorporating recent findings of neuroscience to Learners with Multiple Learning Styles
find out the effects of Brain Based teaching
Approach to self-regulation and engagement of
students.
Title: Roles of Metacognition And Achievement Goals In Mathematical Modeling Competency: A

Structural Equation Modeling Analysis

Author: Hidayat, Riyan, Zulnaidi, Hutkemri, Syed Zamri, Sharifah Norul Akmar1

Date: Nov. 9, 2018

Research Recommendations Possible Thesis Tile/Topic

1. Future research also should explore the Science Modeling Competency and
effect of achievement goal sub-constructs Metacognition: Impact in Scientific Goals of the
on metacognition and mathematical 21st Century
modeling competency because of
inconsistency in previous findings. The role
of metacognition sub-constructs in
achievement goal sub-constructs and
mathematical modeling competency also
needs to be examined.
 REPORT 1: RESEARCH PROBLEMS
2. Research Journal

Title: The Relation between Cognitive and Metacognitive Strategic Processing During a Science Simulation

Author: Daniel L. Dinsmore

Date: 10 August 2017

Research Recommendations Possible Thesis Tile/Topic

1. Science teachers should ensure that their Metacognitive Patterns: Effect on Cognitive
students are exposed to a wide variety of Development and Skill Expression
strategies. Simply teaching the history‐cued
strategy does not appear to result in students
building complex conceptions of science
topics, such as global warming. In other
words, teachers should be attuned to
the patterns of strategy use, rather than just
the frequency or types of strategies utilized.
2. Teachers should be attuned to the other Surface and Deep Strategies: Effect on the Science
factors that predict optimal patterns of Interest and Cognitive Patterns
strategy use. In this case, topic interest was
particularly salient in this regard as it appears
to be key for students’ metacognitive and
cognitive development. This may be
particularly important as topic interest was
highly related to all three forms of strategies
(i.e., surface, deep, and metacognitive), and
use of all three strategies was important for
the higher performers.
Title: Open Inquiry in Facilitating Metacognitive Skills on High School Biology Learning: An Inquiry on

Low and High Academic Ability

Author: Irwandi Rahmat and Skonchai Chanunan

Date: Oct. 2018

Research Recommendations Possible Thesis Tile/Topic

1. Design observable concept related to the topic Performance Based Assessments and
which will be learned. In open inquiry, the Metacognitive Skills in Biology
instructions for the next activity should be provided
in the end of last teaching period or couple days
before learning activity that aims to simplify low-
ability students as they need more time to make
preparations than high-ability students.
2. Teacher should have the attitudes and skills to Metacognitive Teaching Approaches: Effect on
support students becoming successful inquiry-basic developing Inquiry Driven Students in Science
learner. Teacher must trust that students have
some elements of manage over what they will do
and how can they behave it. In addition, in the
learning activity teacher has to concern in the
process of grouping and class management to
maximize knowledge transfer from high to low
academic ability
3. The activity should be around questions that Metacognitive skills and Contextualization: Effects
student directly can respond through investigation. to Self- Concept Actualization in Science
Emphasizing situations familiar to students and
learning activity using materials. Selecting
appropriate activities based on student’s skills and
familiarity.
 REPORT 1: RESEARCH PROBLEMS
3. EBSCO/Proquest
Title: Metacognition and Self-regulated Learning in Predicting University Students' Academic Achievement

in Turkey

Author: Barış Çetin, Ph.D.

Date: March 10, 2017

Research Recommendations Possible Thesis Tile/Topic

1. Future researchers should focus on exploring any Metacognitive Skills and Self- Regulated
correlations and/or predictive relationships between Learning: Effect on Career Selection
metacognitive skills, self-regulated learning and the
prior mentioned LYS (“Bachelor Placement Exam”
(LYS) and the KPSS (Public Personnel Selection
Exam (KPSS). These two high stakes tests may
answer the question prompted by the present work
as to if the use of the outcome measure being used
as the dependent variable is a factor in any
relationships found.
Title: The Effect of Instruction in Cognitive and Metacognitive Strategies on Ninth-Grade Students’
Metacognitive Abilities
Author: Chih Ting Yang New Taipei Municipal San-Chong High School, Taiwan (R.O.C.) Shin-Yi Lee
Date: Aug.2017

Research Recommendations Possible Thesis Tile/Topic

1. Understand the effect of MSW-based instruction Development of Cognitive and Metacognitive
on students’ strategy use. In future research, the Strategies across JHS Grade Levels: Effect on
methods of this study should be implemented over Acquisition of Science Metacognitive Abilities
a longer period, with a larger group of students, or
with other classroom teachers. This would help to
determine the effectiveness of instruction in
cognitive and metacognitive strategies in
improving students’ metacognitive abilities.
2. It would also be beneficial to develop other Metacognitive Strategies: Effect on Cognitive
techniques in addition to MSWs to integrate Abilities and School Performance
cognitive and metacognitive strategies into regular
classroom teaching with average students.
Title: The Role of Metacognition in Students' Mental Models of the Quantization

Author: Körhasan, Nilüfer Didis; Eryilmaz, Ali; Erkoç, Sakir

Date: Sept. 2018

Research Recommendations Possible Thesis Tile/Topic
1. Teachers should have theoretical knowledge Metacognitive Ability of Teachers and Students:
of metacognition and the ability to encourage Effect on Self-Regulation and Inquiry Skills
metacognitive thinking practice in class
(Zohar and Barzilai, 2013).

2. Metacognition can be considered an internal

source, which means that students can
control their learning if they learn
metacognitive thinking and inquiry.
 REPORT 1: RESEARCH PROBLEMS
4. ERIC

Title: The Effects of Two Strategic and Meta-Cognitive Questioning Approaches on Children’s Explanatory
Behaviour, Problem-Solving, And Learning during Cooperative, Inquiry-Based Science
Author: R. Gillies, K. Nichols, G, Burgh, & M. Haynes
Date: 2012

Research Recommendations Possible Thesis Tile/Topic

1. Teachers volunteered to participate in the study Science Teachers Cooperative and Inquiry Based
limiting the generalizations that can be made about Strategies: Effects on Metacognitive Learning and
teachers’ willingness to implement the cooperative, Science Skills
inquiry-based science units on which this study is
based in their classrooms.
2. Secondly, there were no pre-intervention measures Pre-intervention Measures and Teachers’ Verbal
on the students’ or teachers’ verbal behaviors prior Behaviors: Effect on Inquiry and Metacognitive
to the implementation of the first inquiry-based Learning
science unit.
3. Finally, no data were collected on teachers’ Cognitive and Philosophical Question Strategies:
implementation of the specific cognitive questioning Effects on Inquiry and Metacognitive Skills
strategy or the Philosophy for Children (Community
of inquiry condition) approach to questioning.
Title: Metacognition as Means to Increase the Effectiveness of Inquiry-Based Science Education
Author: Kanesa D. Seraphin, Joanna Philippoff, Lauren Kaupp, Lisa M. Vallin
Date: December 1, 2012

Research Recommendations Possible Thesis Tile/Topic

1. Strive to teach science as inquiry, promote Metacognition and Epistemic Beliefs: Effects on
metacognition, and be mindful of the development Learning Outcomes
of epistemic beliefs consistent with effective
learning strategies.
2. To that end, we advocate both the explicit Scaffolding and Metacognitive Strategies: Effect on
scaffolding of metacognitive strategies in PD with Scientific Literacy and Skills
teachers and the extension of these strategies from
teachers to their students. We believe that scientific
literacy is enhanced when students use their
metacognitive skills to think critically about, while
engaging in, the scientific process.
Title: A Review of Research on Metacognition in Science Education: Current and Future Directions

Author: Anat Zohar &Sarit Barzilai

Date: 2013

Research Recommendations Possible Thesis Tile/Topic

The most prominent practice is the use of metacognitive Gap Analysis between Metacognitive
cues and prompts in the course of instruction. Several Knowledge and Metacognitive Skills
research gaps are identified: first, the development of
learners' metacognitive knowledge is receiving less
empirical attention than the development of their
metacognitive skills;
Second, there is a lack of studies that employ controlled Metacognitive Instruction: Effectiveness to
research designs that can provide causal evidence Science Learning
regarding the effectiveness of metacognitive instruction
for science learning;
Third, there is an insufficient number of studies of Metacognition Levels in Science and Mental
metacognition among young learners in preschool and Maturity
the early years of elementary school;
Fourth, there are very few studies of teachers' knowledge Metacognition Levels of Teachers: Impact on
and professional development regarding metacognition. Student’s acquisition of Metacognitive
Skills/Abilities.
Title: Achieving metacognition through cognitive strategy instruction.

Author: Apaydin, Marina, Hossary, Mohamad

Date: March 20, 2017

Research Recommendations Possible Thesis Tile/Topic

1. Only two raters reviewed the categories. Metacognition Strategies/Instruction and
Increasing the number of raters would potentially Cognitive Learning Outcomes
increase the reliability and validity of this study.

2. Similar studies conducted in different settings could

produce different results. Since the control group was
self-selected, it might lead to a performance bias in
this group.
Title: A Study on Metacognitive Thinking Skills of University Students

Author: Yemliha Coşkun Correspondence: Yemliha Coşkun, Assistant Prof. Dr., Sütçü
Date: February 15, 2018

Research Recommendations Possible Thesis Tile/Topic

1. The aim of the education activities of the students Metacognitive Structures: Effects on Social
from all these faculties is to provide a direct service Interaction and Acquisition of Scientific Abilities
for people. There is a need for a more active,
dynamic and strategic intellectual structure, rather
than static, as a requirement for interactions with
people.
2. It will also be useful to conduct researches with Socio-Demographic Condition and Metacognitive
different educational institutions and different socio- Skills: Effects on Scientific Literacy
demographic conditions in respect of raising
awareness.
İ
5. Other Internet Sources (Taylor and Francis Online)
Source: Efklides, A. (2014, January 1). How Does Metacognition Contribute to the Regulation of Learning? An
Integrative Approach. Retrieved from https://hrcak.srce.hr
Title: How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach
Author: Anastasia Efklides
Date: January 1, 2014

Research Recommendations Possible Thesis Tile/Topic

1. Research on monitoring, particularly JOLs (Judgment Metacognition Monitoring Strategies: Effects on
of Learning), is extended and has led to significant Judgment, Knowledge and Experience of Learning
theories in the field. However, each ME (Metacognitive
Experience) has its own characteristics and it is possible
that different cues are involved in the formation of each
of them. For example, self-assessment is different from
JOLs, and feeling of difficulty monitors lack of fluency
rather than fluency which is at the core of feeling of
knowing or JOLs. Moreover, there are suggestions in
calibration research to use two different calibration
indicators one depicting monitoring of correct responses
and one depicting monitoring of incorrect responses or
error (Schraw, Kuch, & Gutierrez, 2013).
2. Research on control processes in metacognition has Rate of Metacognition Process and Acquisition of
been largely focusing on the use of cognitive or Science Concept
metacognitive strategies in specific domains. However, a
broader conception of control is needed (e.g., cognitive,
executive, metacognitive, volitional) that can highlight the
interrelations between the various manifestations of
control and their relations with monitoring. The
constraints on control due to limited resources has to be
further pursued as well. For example, use of
metacognitive strategies or skills can be highly
demanding when first taught and this may have adverse
effects on problem solving or learning of new content
knowledge.
3. Research on ME has been largely independent from Metacognitive Experience and Metacognitive
research on MK (Metacognitive Knowledge). The Knowledge: Role in Judgment of Learning
relations between the two facets of monitoring need to be
more systematically explored. For example, the reasons
for making a confidence judgment may differ between
people (Dinsmore & Parkinson, 2013), and this may have
implications for the accuracy of monitoring and the
interactions of monitoring with control processes. And, of
course, the distinction between explicit vs.
PSYCHOLOGICAL TOPICS 23 (2014), 1, 1-30 24
implicit MK needs to be further developed and
investigated as to its implications for monitoring and
control.
4. The interrelations between cognition and affect have Monitoring Schemes and Metacognitive Abilities:
been explored in social psychology since the 1980s. Control in Learning Science Concepts
However, the relations of affect with metacognition are
only in their beginning. Research in this direction can
highlight the integrated nature of human consciousness
and lighten the nature of monitoring and control
processes.
5. There is growing research on social metacognition but Metacognition: Effects in Social Relations and
still this work is limited. The effects of social factors on Cognitive Performance in Science
both individual and collaborating peers' ME, MK and
control is of great importance. This will highlight possible
nonconscious social effects on metacognition and its
relations with cognition and performance.
Source: https://www.sciencedirect.com/science/article/pii/S1877042814025816
Title: Authenticity vs. Practicality: Metacognitive Awareness through Authentic materials in EFL classroom
Author: Maryam Karimia, *, Hamid Reza Dowlatabadib
Date: 2014

Research Recommendations Possible Thesis Tile/Topic

Lund (1990) recommends a drift toward bringing classroom- Authentic and Metacognitive Strategies: Impact on
listening instruction and practice as close to real world Science Literacy
listening as is possible. In conclusion, since a goal of
classroom listening is to prepare students for real-life listening
outside the classroom, it is necessary to apply authentic aural
materials at every part of language instruction. It should be
emphasized that metacognitive knowledge also plays an
important role in English learning. This result is in line with
earlier studies that metacognitive awareness helps facilitate
English learning in general.
Source: Ellis, A. K. (2014). An Analysis of Research on Metacognitive Teaching Strategies. Retrieved from
https://www.researchgate.net/publication
Title: An Analysis of Research on Metacognitive Teaching Strategies
Author: Arthur K. Ellis, David W. Denton, John B. Bond
Date: 2014

Research Recommendations Possible Thesis Tile/Topic

1. Five environmental features were identified that Factors of Effective Metacognitive Strategies:
enhance the effectiveness of metacognitive Impact in Students’ Learning Outcomes
strategies. While these do not describe specific
practices, they do suggest necessary conditions for
effective metacognitive training. These factors include
engaging curriculum, assessment integration,
consistent practice, explicit strategy instruction, and
verbalizing
2. To the extent that metacognition is constrained to Reflective Prompts and Metacognitive Strategies:
levels of considering how one solved a problem or how Effect on the In-Depth Knowledge and Skills
much time it took is better than no reflection at all. But Acquisitions
to limit metacognition to that depth diminishes the
spirit of the idea. Surely a teacher who seeks to have
students practice reflective thought must model it and
value it for what it truly is, an on-going reciprocal self-
and shared-assessment of all participants’ growth,
including that of the teacher.
3. Very little attention has been paid to the kind of Student Perceptions and Metacognitive Strategies:
metacognition and reflective thought that might lead to Impact on Self-Regulation
student perceptions of what is true, beautiful,
honourable, and worthwhile. What is ironically and
unwittingly labelled “student voice” in the name of
reflection, is scarcely that, particularly when one notes
that students, the recipients of all the test making, are
themselves the test takers. As standardized tests
become ever better at what they measure, the
question remains whether they take into account
those things best measured. The great advocate of
reflective thinking, John Dewey (1916), famously
wrote more than a century ago that schools will
improve when teachers become learners and learners
become teachers. That was good advice then, and it
is good advice now.
Source: Mihalca, L. (2014, December 1). Why Prompting Metacognition In Computer-Based Learning Environments.
Retrived from https://www.questia.com
Title: Why Prompting Metacognition In Computer-Based Learning Environments
Author: Loredana Mihalca
Date: December 1, 2014

Research Recommendations Possible Thesis Tile/Topic

1. Future research should investigate which types of Metacognition: Effects on Accuracy of Calibration
metacognitive prompts would improve monitoring Judgement in Science
accuracy and self-regulation, and whether the effects
of metacognitive prompts on the quality of the
calibration judgments would be moderated by the
individual differences of the students who make these
judgments (e.g., domain prior knowledge).
Title: Creating A-Ha Moments in Teaching Practice. Routine versus Adaptive Metacognitive Behaviors in
Teachers
Author: Loredana Manasia
Date: May 2015

Research Recommendations Possible Thesis Tile/Topic

1. Propose an approach designed to improve Erotetic Techniques and Metacognitive Strategies:
metacognitive capabilities of teachers, namely the A- Effect on Metacognitive Abilities
HA approach, based on erotetic techniques.
2. Set up further research in the metacognition field and
help teachers to significantly increase their
metacognitive capabilities.
Source: Vincent, C. A. (2013, Jan.). Did You Ask a Good Common Core Question Today?: The Cognitive
and Metacognitive Dimensions of Enhanced Inquiry Skills. Retrieved from
https://www.greenville.k12.sc.us/academics/

Title: Did You Ask a Good Common Core Question Today?: The Cognitive and Metacognitive Dimensions of
Enhanced Inquiry Skills.

Author: Ciardiello, A. Vincent

Date: Jan 2013

Research Recommendations Possible Thesis Tile/Topic

1. Learning to ask good common core questions requires Core Questions Technique: Effects on
a cognitive and metacognitive strategy that is taught Metacognitive and Enhanced Inquiry Skills
directly and progressively throughout the grade levels
as students read increasingly complex and
challenging texts. It is a daunting task, but one that is
worth pursuing to get K-12 students ready for future
college assignments and career-oriented practices.
SOURCE:
Nufer, E. (2014). Helping Students Develop a Metacognitive Approach to Metadisciplinary Learning.
Retrieved from http://www.academia.edu/

Title: Helping Students Develop a Metacognitive Approach to Metadisciplinary Learning

Author: Ed Nuhfer
Date: February 1, 2014

Research Recommendations Possible Thesis Tile/Topic

1. The bottom line is to design full, deep, consistent Role of the Community in Developing Metacognitive
learning experiences at all scales. Until all of us Skills and Learning: Effects on Metadisciplinary
become involved in promoting thinking and outcomes
metacognitive reflection as part of every course—in
other words, until we all become conscious of
intentionally supporting a well-structured, healthy
generator—we will produce graduates that fall far
short of the kind that we are capable of producing.
Source: Dr. Abdellah R. (2015). Metacognitive awareness and its relation to academic achievement and teaching
performance of pre-service female teachers. Retrieved from https://www.sciencedirect.com
Title: Metacognitive awareness and its relation to academic achievement and teaching performance of pre-
service female teachers
Author: Dr. Rasha Abdellah
Date: 2015

Research Recommendations Possible Thesis Tile/Topic

In the future the goal will be to future examine the training Metacognition Strategies Geared towards Scientific
programs for students on how to adopt and use effective Goals: Measure of Evident Learning
metacognitive strategies and skills and its impact on
different variables like (academic performance- teaching
performance – mastery goals).
Source:
file:///C:/Users/Clarisse/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/TempState/Download
s/23-57-1-PB.pdf
Title: Implementation of Authentic Learning and Assessment through STEM Education Approach to Improve
Students’ Metacognitive Skills
Author: Ilman Anwari, Seiji Yamada , Masashi Unno, Tomoki Saito, Irma Rahma Suwarma, Lely Mutakinati,
Yoshisuke Kumano
Date: Jul-Sep 2015

Research Recommendations Possible Thesis Tile/Topic

From the results of this study, it can be concluded that Effectivity of Questionnaires on the Metacognitive
most of the students had good metacognitive skills from Measures of Learning
the average score for 1-19 questions. However, negative
statements consist of easy to give up behavior in solving
problem. The improvement in their metacognitive skills
was not statistically significant. This showed that
metacognitive skills cannot be improved significantly with
one treatment, but it does not mean there was no
improvement at all. Using questionnaire will generate
inaccurate data, because students Ilman Anwari et al.
132 K-12 STEM Education aware that under observation,
so there are possibilities that students answer the
questions unnaturally (Cooper & Sandi, 2008). Using
questionnaire is not recommended to measure abilities,
intelligences, and skills.
Source: Susantini E. et. al (2018, September). Improving Learning Process in Genetics Classroom By Using
Metacognitive Strateg. Retrieved from https://link.springer.com

Title: Using metacognitive strategies in teaching to facilitate understanding of light concepts among year 9
students
Author: Francis Wagaba, David F. Treagust,A. L. Chandrasegaran & Mihye Won
Date: 07 Mar 2016

Research Recommendations Possible Thesis Tile/Topic

1. The effect of the metacognitive interventions on
students’ achievement in the Light test resulted in
students displaying the correct declarative
knowledge, but quite often they lacked the
procedural knowledge by failing to explain their
answers correctly.
Title: Metacognition in schools: what does the literature suggest about the effectiveness of teaching
metacognition in schools?

Author: John Perry David Lundie & Gill Golder

Date: 26 Apr 2018

Research Recommendations Possible Thesis Tile/Topic

1. Adopts some policies and strategies which have an Metacognitive Curriculum and Metacognitive
international evidence base, while not adopting other Instruction: Effects on the Metacognition Skills
policies or strategies which have at least an equally
strong evidence base.
Title: Improving Learning Process in Genetics Classroom By Using Metacognitive Strategy
Author: Endang Susantini, Sutiman Bambang Sumitr, Aloysius Duran Corebima, Herawati Susil

Date: September 2018

Research Recommendations Possible Thesis Tile/Topic

1. Strategies applied in this study consisted of a Cooperative Learning and Metacognitive Strategies:
metacognitive strategy combined with cooperative Effect in Metacognition Process in Science
learning (MSCL) and one without cooperative
learning (MS). Both strategies used the self-
understanding and evaluation sheet (SUES).
2. Results showed that MSCL group portrayed higher Metacognitive Approaches: Effects on Collaborative
collaborative skills but lower metacognitive skills than Skills in Genetics
MS group. However, both groups had no influences
on other variables: genetics knowledge and
academic achievements.