Assessing Preservice Teachers’ Metacognitive Skills in a Flipped Classroom Environment
Tuesday, June 28 2:00-2:30 PM
The purpose of this study was to evaluate preservice teachers’ metacognitive skills in flipped classroom setting. Participants were 80 pre-service teachers at a Midwestern university. The results of the present study indicated that students’ metacognitive skills do not correlate with students’ test scores. The results also found significant and positive relationship between students’ GPA in flipped class and their overall GPA in non-flipped classes. While the results showed that students’ metacognitive skills do not correlate with their gender or self-efficacy, the data analysis revealed significant and positive correlation between students’ metacognitive planning and self-efficacy as well as their information management strategies and the number of enrolled credit hours. The findings and its implications were discussed.