| Autor: |
Choy, S. Chee, Joanne Sau-Ching Yim, Poh Leong Tan |
| Předmět: |
|
| Zdroj: |
Journal of Institutional Research South East Asia; 2017, Vol. 15 Issue 1, p41-62, 22p |
| Abstrakt: |
This study investigates the relationships between students' and teachers' Metacognitive Experiences, Metacognitive Knowledge, Learning Quality, and Learning Outcome. Metacognitive Experience was measured with delivery support and students' English exposure, while Metacognitive Knowledge included curriculum, learning environment, and resources. Theoretical foundations were drawn from metacognitive theory as framework for the development of questionnaire and the analysis of these relationships. Structural equation modelling approach (SEM) was employed to analyse hypothesised relationships on 1490 students and 100 teachers. We found English exposure and learning environment to be salient in explaining Learning Quality for both student and teacher samples. Delivery support and curriculum were significant in explaining only students' perception of Learning Quality, while Learning Quality significantly explained Learning Outcome for both samples. Contrary to our hypothesis, resources do not have significant influence on Learning Quality on both samples. Implications for research and practices in enhancing Learning Quality and Outcome were discussed. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
