The Impact of Higher Education Dimensions Based on Educational Neuroscience on Students' Metacognitive Strategies
Keywords:
Higher Education, Educational Neuroscience, Metacognitive Strategies, Educational ManagementAbstract
The purpose of this study was to examine the impact of higher education dimensions based on educational neuroscience on students' metacognitive strategies. The research methodology, in terms of purpose, was fundamental-applied; in terms of data type, it followed a mixed-methods (qualitative-quantitative) exploratory approach; in terms of data collection time frame, it was cross-sectional; and in terms of data collection method and research nature, it utilized grounded theory in the qualitative phase and a descriptive-survey approach in the quantitative phase. In this study, a non-random purposive sampling method was used to select interviewees. Furthermore, the results of the KMO test indicated that the sample size was sufficient for conducting statistical tests such as exploratory factor analysis. Overall, the sampling method in this study was stratified random sampling (with strata based on academic levels). Metacognitive strategies refer to individuals' ability to monitor, regulate, and control their cognitive processes. These skills include self-regulation, planning, progress monitoring, and performance evaluation, playing a crucial role in academic success and lifelong learning. Research findings have demonstrated that higher education management with an educational neuroscience approach has a significantly stronger impact on metacognitive strategies compared to cognitive strategies. The application of educational neuroscience has an exceptional effect on enhancing metacognitive skills. These skills are essential for students as they enable them to learn independently and effectively, overcome challenges, and continuously improve their performance. The study's results emphasize that higher education management with an educational neuroscience approach significantly improves cognitive and, particularly, metacognitive strategies. This highlights the importance of implementing neuroscience principles in educational design and management to enhance learning quality and foster self-regulation skills.
Downloads
References
Antonopoulou, H., Halkiopoulos, C., & Gkintoni, E. (2023). Educational Neuroscience and its Contribution to Math Learning. Technium Education and Humanities, 4, 86-95. https://doi.org/10.47577/teh.v4i.8237
Apeh, H. A., & Iyiegbuniwe, O. A. (2021). Effects of brain-based learning strategies on secondary school students’ motivation to learn in Federal Capital Territory, Abuja, Nigeria. International Journal of Research Studies in Education, 10(5), 19-32. https://doi.org/10.5861/ijrse.2021.5057
Esmaeili, L., Sohrabi, N., Mehriyar, A. H., & Kheir, M. (2019). A Causal Model of Learning Strategies (Cognitive and Metacognitive) with the Mediating Role of Academic Hope for Academic Self-Efficacy in High School Students. Journal of Psychological Methods and Models, 10(4), 247-262.
Huang, Y. P., Kim, H., Pan, Y., Zheng, X. L., & Tu, Y. F. (2024). Promoting elementary school students’ programming learning: Effects of metacognitive vs. cognitive scaffolding. Journal of Research on Technology in Education, 1-16. https://doi.org/10.1080/15391523.2024.2338086
Johnson, R. (2024). Continuous Improvement in Higher Education Management. Academic Press.
Kaygisiz, C. (2022). Educational Neuroscience: Issues and Challanges. Erciyes Journal of Education, 6(1), 80-98. https://doi.org/10.32433/eje.990407
Kazemi, N. (2024). Metacognition in Teaching Social Skills. Tavanai Publications.
Luk, G., & Christodoulou, J. A. (2024). Cognitive neuroscience and education. In Handbook of educational psychology (pp. 383-404). https://doi.org/10.4324/9780429433726-20
Niazmand, L. (2024). Metacognition in Learning Occupational Skills. Karafarin Publications.
Pintrich, P. R. (2020). The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory Into Practice, 59(1), 219-225. https://doi.org/10.1207/s15430421tip4104_3
Schraw, G., & Moshman, D. (2020). Metacognitive Theories. Educational psychology review, 32(2), 351-371. https://doi.org/10.1007/BF02212307
Shafaei, S., Haghani, F., Yar Mohammadian, M. H., & Talehabi, M. (2024). A Review of the General Teaching Model Based on Neuro-Educational Studies. Journal of Psychological Dynamics in Mood Disorders, 3(2), 10. https://doi.org/10.61838/kman.pdmd.3.2.9
Sousa, D. A. (2024). How the Brain Learns. Corwin Press.
Taheri, A. (2024). The Effect of Metacognition on Self-Directed Learning. Andisheh Publications.
Zhang, Y., & He, Q. (2024). Neuro‐educational leadership: Pioneering educational leadership through neuroscience research. Future in Educational Research.
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2024 Journal of Cognition, Behavior, Learning
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
