It is hypothesised that the use of metacognitive strategies will improve academic achievement of students. A teaching strategy called 4-META strategy has been developed on the basis of a metacognitive approach that is designed to improve the quality of writing of students. This study investigated the impact of the 4-META strategy on the quality of essay writing among form four students (ages 14– 15) in the Malaysian Education system. This study used a quasi experimental nonequivalent control group design. A total of 136 secondary students from three schools (two classes from each school) participated in this study. One class from each school were randomly assigned to either a treatment group (n=65) or a control group (n=71). The treatment group received the 4-META strategy, focusing on the use of four techniques to help them in the process of writing an essay. The results of the ANCOVA revealed that there was a statistically significant difference in the post-test score [F (1,133)=96.25, p=0.000, η2=0.420] between the treatment and control groups. The study provided evidence on the usefulness of metacognitive strategies in improving students’ performance in writing. It is suggested that further research adopt 4-META strategy approach in other subjects to identify the usefulness of the strategy across the discipline.
|Keywords:||Metacognitive Strategies, Metacognitive Knowledge, Regulation of Cognition, Meta-Attention, Metacognitive Reflection|
Lecturer, Faculty of Education, Universiti Kebangsaan Malaysia, Bandar Baru Bangi, Selangor, Malaysia
Lecturer, IPG Kampus Bahasa Melayu, Kuala Lumpur, Federal Territory, Malaysia
Professor, Faculty of Education, Universiti Kebangsaan Malaysia, Bandar Baru Bangi, Selangor, Malaysia
Associate Professor, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
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