Thursday, October 22
10:30 AM-11:00 AM
HST
Lehua II

Preservice Teachers’ Characteristics Effecting Metacognitive Skills in a Flipped Classroom

Full Paper ID: 47752
  1. aaa
    Mohamed Ibrahim
    Arkansas Tech University
  2. aaa
    Aileen Watts
    Arkansas Tech University
  3. aaa
    Rebecca Callaway
    Arkansas Tech University

Abstract: The purpose of this study was to investigate preservice teachers’ characteristics effecting metacognitive skills in a Flipped Classroom. Participants were 80 pre-service teachers at a Midwestern university. The results of the present study indicated that students’ metacognitive skills do not correlate with students’ test scores. The results also found significant and positive relationship between students’ GPA in flipped class and their overall GPA in non-flipped classes. While the results showed that students’ metacognitive skills do not correlate with their gender or self-efficacy, the data analysis revealed significant and positive correlation between students’ metacognitive planning and self-efficacy as well as their information management strategies and the number of enrolled credit hours. The findings and its implications were discussed.

No presider for this session.

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