Transformation through Metacognition

*Nida Ayaz, Muhammad Naeem Butt and Sayyeda Jawerya Ayaz*

### **Abstract**

Metacognition is result-oriented process that refreshes and involves cognitive processes. Metacognition is a process, which involves fruitful knowledge not only about different processes of cognition but also how to use and regulate these processes for result-oriented outcomes; especially, in the processes of learning. This chapter highlights transformation and motivation through awareness and application of metacognition. This chapter introduces metacognition, the value of metacognitive awareness, and how it can be used to improve students' learning and their academic performance. It further opens the doors for the study of the elements of metacognition; moreover, it focuses on the effects of metacognition on learning. This chapter recommends awareness and the use of metacognition in education as it enables the learners to think big. In order to meet the student's needs for metacognitive support in learning, this chapter also recommends an interdisciplinary course on educational psychology at different levels of education. In addition, research studies on metacognition, its awareness, and its effects especially in the context of developing countries are recommended.

**Keywords:** metacognition, elements of metacognition, metacognitive knowledge, metacognitive self-regulation, transformation

### **1. Introduction**

Research and awareness of metacognition can play the role of motivational boost for learners. It can help learners to come out from dark phases of life, to be on the right track, and to never ever give up. Our experiences are a real example of the role of metacognition in personal as well as academic lives.

I was student of Bachelor of Education since 2014. I was given a task of presentation on metacognition in educational psychology class by my teacher. I searched different articles, publications, blogs, books, thesis, and the latest content on metacognition. My interest developed and I decided to conduct research on awareness of metacognition in the area of Khyber Pakhtunkhwa, Pakistan, where there was no awareness of this innovative concept. This research helped me not only in my academic development but also in my personal development.

I was passing through a dark phase of my life. I started married life in the recent past and had the responsibility of a kid that made it difficult for me to continue my studies. At that time, health, family, and life issues were the dark side, and the option of never ever giving up was the bright side of my life. Finally, I decided to never give up and got admission in M. Phil. (Education) and conducted research, and published a research paper on the effects of metacognition [1]. This research also improved me as a human being, my learning strategies, and my personality. It gave me an awareness of my own potential and strength. Now it was time to work in the field and apply all the learned knowledge in the real classrooms. I had adopted the teaching profession, the best way to give this fruitful knowledge to the learners of my society. Metacognitive awareness and strategies introduce my students to their true versions and help them to best utilize their own potentialities. Finally, I conducted action research at the primary level in PhD Education (in process) at Abdul Wali Khan University of Mardan to improve the classroom learning environment, develop students' interest, and enhance reading comprehension the students [2].

Metacognition is a concept that helps a girl from a rural area (Mardan, Khyber Pakhtunkhwa, Pakistan) to be aware of her true version, to polish her potentiality through metacognitive strategies, and to overcome her weakness effectively. So metacognition is a concept that has the ability to transform learners into smart workers and big thinkers.

Traditional educational institutions were teacher-centered, with teachers determining how to advance learning. Learners are given less opportunity to engage in reflective thinking about their learning experience. In this didactic form of learning, they have fewer opportunities to govern, monitor, and assess their learning. It also hampered the student's ability to take ownership of their learning. Our educational environment needs to shift from traditional teacher-centered to learner-centered [3]. Learner-centered education has a long history dating, back to the time of Socrates [4]. In learner-centered learning procedures, learners assume responsibility for obtaining knowledge and become more metacognitive in the learning process. Lifelong learning and/or autonomous learning are assisted by the application of acquired metacognitive skills, which Sternberg [5] views as being at the heart of education.

*"The crucial thing to obtain from the training was not textbook factoids, but rather the learning to learn abilities and the skills in accessing a knowledge base that constitute the heart of Metacognition."*

According to Benson [6] *"Learners who are asked or forced to take greater control of their learning may be able to self-manage their learning, but they will not necessarily have the cognitive competencies that will make self-management systematic and effective."*

Cognition is essentially intelligence, reasoning, knowledge, and classification. Cognition refers to *"what you know and think"* [7]. It also includes symbols, fantasies, lower mental processes, organized muscular motions, and senses. "Separate functioning" that has been studied through interactional research is cognition with other variables such as emotions, motivation, and social cognition [8–10]. Cognition is an umbrella term that includes metacognition; in summary, metacognition is a type of cognition [11]. Terrecone [12] defines metacognition as "second-order cognition", which provides a ground to know aware, control, and monitor information throughout processes of cognitive processing.

Garner [13] defined the distinction between cognition and metacognition as follows: Performing a task necessitates the use of vital skills known as cognitive skills; however, understanding how this job was completed necessitates the use of a required component known as metacognition.
