Measuring students' metacognition in real-life situations

Yasser A. Al-Hilawani

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

METACOGNITIVE PERFORMANCE of four groups of students (hearing high-achieving, hearing average-achieving, hearing underachieving, and deaf and hard of hearing) in first through third grade in the United Arab Emirates was examined and compared. Metacognition was measured using analyses of pictures depicting real-life problematic events, situations, and behaviors. Participants drew on their ability to apply problem solving and logical reasoning through visual analysis and discrimination of test materials rather than through verbal analysis. Results revealed that metacognition is influenced by students' age. Older students scored significantly higher on the metacognitive measure than younger students. Further analysis indicated that hearing high-achieving students scored significantly higher on the test than the other three groups when the age variable was controlled for. Deaf and hard of hearing students performed similarly to age-matched hearing students in applying reasoning skills to real-life situations.

Original languageEnglish
Pages (from-to)233-242
Number of pages10
JournalAmerican Annals of the Deaf
Volume148
Issue number3
Publication statusPublished - Jun 2003

Fingerprint

life situation
Hearing
Students
student
United Arab Emirates
Aptitude
Metacognition
discrimination
Group
Age Groups
school grade
event
ability

ASJC Scopus subject areas

  • Rehabilitation
  • Health Professions(all)
  • Education

Cite this

Measuring students' metacognition in real-life situations. / Al-Hilawani, Yasser A.

In: American Annals of the Deaf, Vol. 148, No. 3, 06.2003, p. 233-242.

Research output: Contribution to journalArticle

Al-Hilawani, YA 2003, 'Measuring students' metacognition in real-life situations', American Annals of the Deaf, vol. 148, no. 3, pp. 233-242.
Al-Hilawani, Yasser A. / Measuring students' metacognition in real-life situations. In: American Annals of the Deaf. 2003 ; Vol. 148, No. 3. pp. 233-242.
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