Abstract:
The focus of this research was to investigate the effects of using meta-cognitive prompts
incorporated into a reflective and analytical web-based learning experience. The purpose of the
research study was to examine: (a) difference in pre-test and post-test achievement amongst
students who experienced meta-cognitive learning in problems based on geographical inquiry
and those who didn’t; (b) differences in attitudes towards problem- solving between students
prior to and after receiving meta-cognitive prompts in geography problem sets; (c) students’
perceptions after the intervention and (d) teachers’ perceptions of web-based problem sets based
on meta-cognitive cues. The selected 68 participants were enrolled in a traditional private school.
The control group was provided instructions on the concerned topics in a traditional manner. Inclass instructions involved facilitation on using the software. The intervention lasted a week.
Initially, a pre-test was conducted and the student scores were recorded. Examination of pre-test
and post-test results revealed significant differences between the two groups. Mixed method
design was used to evaluate perceptions of stakeholders and data was gathered using
questionnaires, semi-structured interviews, and pre-post test results. The attitudes of students
towards problem-solving were evaluated. This involved planning, monitoring, and evaluating
learning whilst approaching the content and applying it to problems. Pre- and post testing of the
participants’ self-reported perceptions, regarding their problem-solving abilities, were measured
through an instrument. The results indicated that the participants’ of the experiment group
reported a change of approach towards problem-solving after the intervention. It was concluded
that meta-cognitive strategies, embedded as cues in a web-based learning environment, had
significant impact on overall problem-solving approach of students.
