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Explaining the Correlation of Metacognitive Skills with Effectiveness of Teaching among Faculty Members
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Behnam Talebi1   , Shirin Davari Feyzpoor Azar2 |
1- Corresponding Author, Department of Educational Sciences, Islamic Azad University, Tabriz Branch, Tabriz, Iran , btalebi1972@gmail.com
2- Ph.D. student of curriculum planning, Tarbiat Modarres University, Tehran, Iran |
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Abstract: (4211 Views) |
Introduction: The purpose of this study was to explaining the effectiveness of teaching based on metacognitive skills among faculty members of the faculty of medical sciences of Islamic Azad University, Tabriz branch in the academic year 2015-2016.
Methods: The research method was descriptive-correlational and the statistical population included male and female faculty members of the faculty of medical sciences of Islamic Azad University of Tabriz. There were 150 full time and invitees in this faculty. The sample size is 108 people who have been selected based on Morgan and Krejcy tables and by stratified random sampling method. To collect the data, the Metacognition awareness inventory (MAI) distributed among faculty members and the questionnaire of effective teaching quality indicators, which, for each faculty, consisted of three randomly selected students, to assess the effectiveness of teaching their faculty members have been used.
Results: The results of Pearson correlation and regression test showed that the effectiveness of teaching based on metacognitive skills among faculty members is predictable.
Conclusions: Improvement of metacognitive skills and its instruction to faculty members of medical education can lead to promotion of their teaching effectiveness. |
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| Keywords: Metacognitive Skill, Metacognitive Knowledge, Cognitive Regulation, Metacognitive Skills, Teaching Effectiveness, Medical Education. |
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Full-Text [PDF 304 kb]
(1765 Downloads)
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Article Type: Original Research |
Subject:
Theories of Learning and Teaching in Medical Sciences
Received: 2018/05/14 | Accepted: 2019/01/7 | Published: 2019/08/15
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