Analysis of the effectiveness of Self Questioning as a meta cognitive classroom practice on the academic achievement and the meta cognitive awareness of Malayalam language students at secondary level

Authors: Dr. Sreevrinda Nair. N

Pages: 40-43

Abstract:

Questioning is a rich resource to promote intellectual involvement of learners in the learning task to advance student thinking, learning and achievement. Effective use of questions serves as the first foundational skill for active processing of information and it helps students to deeply engage in orchestrated learning experience. It will create a culture of inquisitiveness towards helping students to develop the skills needed for asking good questions. This learning strategy can guide learners’performance of a learning task before, during and after the task is completed. The present study intends to find out the effectiveness of Self Questioning as a meta cognitive classroom practice on the academic achievement and the meta cognitive awareness of Malayalam language students at secondary level .For that purpose the investigator used tools like Lesson transcript based on Self Questioning and Meta cognitive awareness rubric. In the present context, Duke and Pearson’s Apprenticeship Model was effectively implemented towards developing systematic questioning practices among the students . The components of Meta cognition like Planning, Monitoring and Evaluating are systematically implanted. The investigator felt that this questioning process, classroom discussions and sharing of thoughts help them to internalize quality practices in questioning and the appropriate wait time allows them to make thoughtful responses towards attaining improvement in learning. The present study substantiated the fact that the expositions of the select Meta cognitive practices sharpened the power of learners and sparked their interest towards enhancing improvement and intellectual capacities with regard to the specific content.