Assessing Preservice Teachers’ Metacognitive Skills in a Flipped Classroom Environment
Document Type
Conference Proceeding
Publication Date
6-2016
Department
Teaching & Educational Leadership
Abstract
The purpose of this study was to evaluate preservice teachers’ metacognitive skills in flipped classroom setting. Participants were 80 pre-service teachers at a Midwestern university. The results of the present study indicated that students’ metacognitive skills do not correlate with students’ test scores. The results also found significant and positive relationship between students’ GPA in flipped class and their overall GPA in non-flipped classes. While the results showed that students’ metacognitive skills do not correlate with their gender or self-efficacy, the data analysis revealed significant and positive correlation between students’ metacognitive planning and self-efficacy as well as their information management strategies and the number of enrolled credit hours. The findings and its implications were discussed.
First Page
1189
Last Page
1203
Publication Title
Proceedings of EdMedia 2016--World Conference on Educational Media and Technology
Publisher
Association for the Advancement of Computing in Education (AACE)
ISBN
9781939797247
Recommended Citation
Ibrahim, M. & Watts, A. (2016). Assessing Preservice Teachers’ Metacognitive Skills in a Flipped Classroom Environment. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 1189-1203). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/173098/