Assessment of students’ metacognitive skills in the context of education 4.0
Popandopulo A. Kudysheva A. Fominykh N. Nurgaliyeva M. Kudarova N.
2023Frontiers Media S.A.
Frontiers in Education
2023#8
Introduction: This article measures the meta-comprehension of reading practices among schoolchildren and students. Methods: The Metacognitive Awareness of Reading Strategies Inventory (MARSI) and Metacognitive Awareness of Reading Strategies Scale (MAI) was used to do this. Results: The research results showed that MARSI students overall outperformed MARSI high school students, and the differences were tested using Student’s t-test. The problem-solving subscale recorded high levels for students and moderate levels for high school students. Supported reading strategies and Global reading strategies were in the medium range for each age group. Discussion: The obtained results are primarily important for students and teachers. By being aware of their cognitive processes, students take the first step towards meaningful and thoughtful reading, which is the goal of many modern developments and approaches. As students become more aware of their cognitive processes, their role in the learning process expands to the point where they dominate it, rather than the teacher. Copyright
21st-century skills , education 4.0 , metacognition , Metacognitive Awareness Inventory (MAI) , Metacognitive Awareness of Reading Strategies Inventory (MARSI)
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Department of Personal Development and Education, Toraighyrov University, Pavlodar, Kazakhstan
Foreign Languages Department, Plekhanov Russian University of Economics, Moscow, Russian Federation
Department of Pedagogy, Eurasian Humanities Institute, Nur-Sultan, Kazakhstan
Department of Personal Development and Education
Foreign Languages Department
Department of Pedagogy
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