Preservice Teachers' Characteristics Affecting Metacognitive Skills in a Flipped Classroom
Document Type
Conference Proceeding
Publication Date
10-2015
Department
Teaching & Educational Leadership
Abstract
The purpose of this study was to investigate preservice teachers’ characteristics effecting metacognitive skills in a Flipped Classroom. 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
362
Last Page
376
Publication Title
Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
Publisher
Association for the Advancement of Computing in Education (AACE)
Recommended Citation
Ibrahim, M., Watts, A. & Callaway, R. (2015). Preservice Teachers’ Characteristics Effecting Metacognitive Skills in a Flipped Classroom. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 362-376). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/152034/.