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Title: Learning to learn : the transfer of metacognitive skills from a non-formal to a formal context : a student’s perspective
Authors: Formosa, Mary Rose (2024)
Keywords: Thought and thinking
Non-formal education
Metacognition -- Study and teaching
Issue Date: 2024
Citation: Formosa, M.R. (2024). Learning to learn: the transfer of metacognitive skills from a non-formal to a formal context: a student’s perspective (Master's dissertation).
Abstract: Following on the seminal work of Flavell in 1976, metacognition, or learning to learn, has witnessed important advances in research. As a result, the importance of learning how to learn is emphasised just as much as having content knowledge. The aim of this study is to analyse the perspectives of nine students who participated in an Erasmus+ youth project which focused on metacognition. They expressed multiple perspectives on the development of metacognitive skills and transfer of these skills from the non-formal context of the youth project to their formal education context. The data was collected through online interviews and coded using MAXQDA® software. It was analysed using inductive thematic analysis. The codes were categorised under four major themes which addressed the four research questions. Findings showed that the majority of the research participants‟ perspectives indicated that they found metacognitive skills relevant and transferable to their formal education context. The results of this study could provide a starting point for local research to address a lacuna in this area, e.g. explore educators‟ awareness of metacognition, or investigate students‟ academic achievement following the teaching of metacognitive skills. The recommendations list a number of good practice suggestions to stakeholders on the benefits of metacognition and the teaching/learning of study methods and tools.
Description: MTL(Melit.)
Appears in Collections:Dissertations - FacEdu - 2024

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