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_aBautista, Lowell P.
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_aAssessment of the metacognitive awareness of nursing students: Implications to teaching-learning process
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_cBautista, Lowell P.
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_c28 cm.
_axii, 86 pages
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_aThesis (M.A.) Pamantasan ng Lungsod ng Maynila, 2012;A thesis presented to the faculty of the Graduate School of Health Sciences in partial fulfillment of the requirements for the degree of Master of Arts in Nursing
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_aABSTRACT: The study aimed to determine the Metacognitive Awareness of the Nursing Students of Manila Central University Knowledge of Cognition and Regulation of Cognition. It also examined the results as to the implications to teaching - learning process. Specifically, the study sought answers to the questions on the profile of the respondents in terms of Year Level and Academic Grades in Professional Nursing Subjects; Metacognitive Awareness Inventory Score of the Respondents in terms of Knowledge of Cognition; Metacognitive Awareness Inventory Score of the Respondents in terms of Regulation and Cognition; Relationship of Knowledge of Cognition and Regulation of Cognition; difference in Knowledge of Cognition when respondents were grouped according to profile variables; and the difference in Regulation of Cognition when respondents were grouped according to profile variables. The null hypotheses were tested at the 0.05 level of significance. To reiterate, these are: Ho 1. There is no significant relationship between knowledge of cognition and regulation of cognition. Ho2. There is no significant difference in the knowledge of cognition when respondents were grouped according to profile variables. Ho3. There is no significant difference in the regulation of cognition when respondents were grouped according to profile variables. A descriptive quantitative research design was utilized in this study. The data were gathered using an adapted questionnaire checklist known as Metacognitive Awareness Inventory Score by Emine Sendurur (2011). Data gathering was completed from March to April 2012 with a total of 431 respondents included in the study. Based on findings of the study, the following conclusions were drawn: There was a significant relationship between the Knowledge of Cognition and Regulation of Cognition. There was a significant difference in the Knowledge of Cognition of the respondents when they were grouped according to profile variables. There was a significant difference in the Regulation of Cognition of the respondents when they were grouped according to profile variables. The result of the study provides the implications to teaching - learning process. Remarkably, the nursing students who are aware of metacognition can be a successful learner, can become a good planner, effective problem solver, focused learner and reflective learner. Teaching process implies an enhancement of student's interest in learned and provides a strategy - based learning.
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