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

This document is currently not available here.

Share

COinS