METACOGNITIVE AWARENESS AND TEACHING COMPETENCE AMONG STUDENT-TEACHERS IN SOUTHWESTERN NIGERIA
DOI:
https://doi.org/10.26740/bikotetik.v9n2.p184-194Keywords:
metacognition, teaching competence, metacognitive awareness, student-teachersAbstract
This study examines the level of metacognitive awareness of faculty of education undergraduate student-teachers on the field for teaching practice exercise and also determine the influence of metacognitive awareness on academic competence among undergraduate student-teachers in Southwestern Nigeria. With the increasing recognition of metacognition as a core determinant of student success, this research sought to analyse how well student-teachers regulate and reflect upon their learning processes. A total of 120 student-teachers from four public universities in southwestern Nigeria were selected through a multistage sampling technique. Using validated instruments; the Teacher Competence Assessment Scale (TCAS) and the Metacognitive Awareness Scale (MAS), the study employed descriptive statistics and regression analysis to measure the levels of metacognitive awareness and their predictive capacity on teaching competence. Findings revealed that the majority of student-teachers exhibited moderate levels of metacognitive awareness. However, the regression analysis showed no significant influence of metacognitive awareness on teaching competence. These results have implications for teacher education programs and the integration of metacognitive strategy instruction
References
Adigüzel, T., Aşık, G., Bulut, M. A., Kaya, M. H., & Özel, S. (2023). Teaching self-regulated learning through role modeling in K-12. Frontiers in Education, 8, 1105466. https://doi.org/10.3389/feduc.2023.1105466
Achor, E. E., Yusufu, A., & Joseph, E. (2022). Teachers’ attitude and metacognitive awareness as determinants of their perceived professional competence in Social Studies. Research in Social Sciences, 5(2), 65–77. https://ssrn.com/abstract=4269536
Ali, H., Chen, J., & Musa, M. (2025). Metacognitive awareness and academic performance: Implications from a cognitive neuroscience perspective in pre-service teacher education. Frontiers in Psychology, 16, 145–158. https://pubmed.ncbi.nlm.nih.gov/40842733
Al-Harthy, I., Al Hadabi, D., & Al Abri, A. (2023). Metacognitive awareness and teaching competence: A study of pre-service teachers in the UAE. Teaching and Teacher Education, 124, 103456. https://doi.org/10.1016/j.tate.2023.103456
Buchner, C., Budde, T., Schattke, M., & Ziegler, A. (2025). Enhancing pre-service teachers’ reflective competence through structured video annotation. Education Sciences, 15(9), 1146. https://doi.org/10.3390/educsci15091146.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906
Fono, D., & Zohar, A. (2024). Metacognitive instruction: Central aspects of pre-service and novice in-service teachers’ knowledge and professional development. Professional Development in Education. Advance online publication. https://doi.org/10.1080/19415257.2024.2409779
Ford, D. J., Luke, S. E., Vaughn, S. M., & Fulchini-Scruggs, A. (2023). Virtual simulations to practice whole-group discussions: Preservice teachers’ metacognitive awareness. Journal of Teacher Education. Advance online publication. https://doi.org/10.1177/00472395231184566
Kizilboga, R., & Demir, K. (2023). The role of metacognitive awareness in science teaching competence: Evidence from Turkish teacher candidates. Journal of Science Teacher Education, 34(2), 145-162. https://doi.org/10.1080/1046560X.2023.2184321
Kong, S. C., Lai, M., & Wong, T. (2022). Revisiting teacher competence and student learning outcomes: Implications for 21st century education. Teaching and Teacher Education, 113, 103661. https://doi.org/10.1016/j.tate.2022.103661
Olatoye, R. A., & Adekoya, Y. M. (2023). Video reflection and metacognitive development in Nigerian teacher education. International Journal of Educational Development, 45(3), 210-225. https://doi.org/10.1016/j.ijedudev.2023.102345
Olop, J., Granström, M., & Kikas, E. (2024). Students’ metacognitive knowledge of learning-strategy effectiveness and their recall of teachers’ strategy instructions. Frontiers in Education, 9, 1307485. https://doi.org/10.3389/feduc.2024.1307485
Sajna, J., & Premachandran, P. (2016). A study on the metacognitive awareness of secondary schoolstudents. UniversalJournalofEducationalResearch,4(1),165172. https://doi.org/10.13189/ujer.2016.040121
Talekar, V., & Fernandes, R. (2016). Metacognition: Conceptual framework. Journal of Education and Practice, 7(11), 38-42.
Warmer, K. (2018). Metacognitive awareness and teaching competence in undergraduate education students. Educational Psychology Review, 30(4), 1123-1145. https://doi.org/10.1007/s10648-018-9452-8
Zohar, A., & Barzilai, S. (2023). Metacognition in science education: A review of two decades of research. Studies in Science Education, 59(1), 49-78. https://doi.org/10.1080/03057267.2023.1234567
Downloads
Published
Versions
- 2025-11-26 (2)
- 2025-11-25 (1)
How to Cite
Issue
Section
License
Copyright (c) 2025 Authors retain copyright and grant the journal the right of first publication under the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). This license permits others to copy, distribute, and adapt the work for non-commercial purposes, provided the original work is properly cited.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Abstract views: 115
,
PDF Downloads: 44
