Metacognitive Awareness and Achievement on Genetics through Problem Based Learning at Standard XI

Abstract

The study aimed to determine the effectiveness and relationship of problem based learning in their metacognitive awareness and academic achievement among the eleventh standard students in learning genetics. The target population of the study includes (n=106) eleventh standard students studying in the different types of schools such as government (n=34), government aided (n=41) and private schools (n=31) in Ambattur, Chennai, India. They were selected through purposive cluster sampling technique. Quasi Single group pre-post test experimental design without control group was adopted. The metacognitive awareness inventory developed by Schraw and Dennison (1994) and achievement test in genetics prepared by the researcher was used in the study. Content validity of the tool was established by jury s opinion and Cronbach s reliability coefficient was found to be 0.962 for metacognitive awareness and the reliability for the various domains of the achievement test items are as follows; 0.88 for the domain knowledge, 0.85 for comprehension, 0.87 for application, 0.85 for analysis and 0.77 for synthesis in the cognitive domain of Bloom s taxonomy. The researcher conducted entry level test to the students before intervention and administered the metacognitive awareness inventory to all the students (n=106).The researcher intended to find out the effectiveness of the printed module developed to ascertain the effectiveness of the problem based learning strategy in learning genetics.