Teaching for metacognition : developing independent, self-regulated learners in the North West Province of the Republic of South Africa

DEd, North-West University, Mafikeng Campus, 2000The study is an investigation on teaching strategies that promote the development of metacognition in learners. It attempts to detem1ine the extent to which educators use teaching strategies that foster the development of metacognition in their learners. Metacognition plays a key role in producing learners who are independent and self-regulated. An experiment was conducted to test the effect of metacognitive training strategies on achievement in learners (with special reference to the development of summarisation skills of second language learners of English). Secondly, educators were investigated through the use of questionnaires to detern1ine if their classroom practice facilitated the development of metacognition in the learners they teach. The focus was on four areas. Firstly, the use of groups in instruction was investigated. Secondly, educators were evaluated on instructional approaches and practices. Thirdly, educator preferences on classroom arrangements or designs were assessed. Finally, educators were evaluated on the use of assessment strategies and techniques. The investigation involved six hundred and forty research participants. Three hundred educators from thirty high -schools in the Mafikeng, Zeerust and Lichtenburg Districts were used for the non-experimental part of the research. Questionnaires, interviews and lesson observation methods were used for data collection in the study. Twenty educators took part in the interviews and lesson observations. Three hundred and twenty learners participated in the experiment. Results obtained from the experimental part of the research identified the use of learner-centred teaching strategies and collaborative classrooms as ideal environments for developing metacognition in learners. Secondly, the use of practices that foster self-regulation like planning and goal setting, promoting self-questioning and critical thinking, scaffolding, facilitating and coaching were identified as ideal in fostering the development of metacognition. Results obtained from the non-experimental part of the research (which evaluated the extent to which educators use practices that develop metacognition) revealed that educators in the study project a teacher-centred orientation in the classroom. Results obtained on the use of groups showed that the majority of educators in the study (approximately 80%) favour the use of whole class teaching in comparison with group work or the use of pairs. About 68% of the educators in the study use teacher-centred instructional approaches daily. Less than 3% of the educators in the study use learner-centred methods like problem solving and reciprocal teaching as a feature of daily classroom practice. The use of rows emerged as the popular classroom arrangement or design with 6 7% of the educators in the study indicating daily use of this design. Approximately 76% of the educators in the study prefer the use of teacher-made tests as opposed to learner-centred assessment like self-evaluation and peer evaluation. The study concluded that the majority of educators use teacher-centred practices that are not likely to foster the development of metacognition in learners. The need for comprehensive training of educators on learner-centred, collaborative classrooms was identified.Doctora