Effect of Metacognition on Performance in Presentation of Prospective Teachers
A reflective teacher is who not only have mastery in content area but also have good pedagogical and communication skills. During course work, these skills can be groomed, in prospective teachers, by assigning different tasks relevant to their courses such as presentations. The role of metacognitive skills in students learning is promising. Researches in the field of metacognition had identified that students’ academic performance in various fields may be improved when teachers apply these skills in class room. This is why the present research was aimed to assess the effect of metacognitive skills on prospective teachers’ presentation skills. An experimental study was conducted on B.Ed. honors students. Two intact groups were taken as a sample. Metacognitive awareness inventory (MAI) by Schraw and Dennison (1994) was used to check the metacognitive skills and check list were used to assess presentation skills of prospective teachers. After treatment performance in presentation of prospective teachers was improved.
