**17. Results**

Comparing the metacognition awareness mean scores of the learners from focus group mean scores before and after the teachers' chemistry metacognition modeling

### **Figure 1.**

*Metacognition awareness mean score before and after teacher metacognitive modeling intervention. From "The influence of indigenous knowledge on chemistry metacognition" [52].*

### **Figure 2.**

*Comparison of assignment 2 and chemistry test 2 and 3 post-intervention. From "The influence of indigenous knowledge on chemistry metacognition" [52].*

intervention, there was a significant improvement in the metacognition awareness of the learners after the metacognition modeling intervention. **Figure 1** shows a comparison of the metacognition awareness mean scores before and after teachers' chemistry metacognitive modeling.

There was a positive change in mean scores in chemistry assignments and chemistry test scores of the learners after the metacognition modeling intervention. These outcomes imply an positive impact on metacognitive learning by learners as a result of metacognitive modeling by the teacher as well as academic improvement by the learners after the metacognition modeling intervention by the teacher. **Figure 2** shows the learner mean chemistry assignments and tests before and after the intervention.

### **18. Discussion**

The findings suggest that the teachers' chemistry metacognitive modeling improved learners' chemistry metacognitive learning. This correlates with the findings of a previous study which showed that modeling enhances metacognitive development in learners through the sharing of common thinking strategies that are visible which assists learners to be aware more of their own thinking [47]. These findings are also correlates with a study in which the metacognitive modeling technique were found to be very effective in teaching learners metacognitive learning skills [48]. The findings of this study also suggests that teacher metacognitive modeling improve the academic performance of learners. There is a correlation with these findings with a study which showed that modeling of cognitive and metacognitive skills improves the academic performance of learners [53].

### **19. Conclusion**

This study examined the effect of the teachers' chemistry metacognitive modeling on learners' metacognitive learning and learners' academic performance. From these findings, the following conclusions can be drawn teachers' chemistry modeling improves learners' chemistry metacognitive learning and learners' chemistry academic performance.

### **20. Recommendations**

It is recommended that chemistry teachers be capacitated with metacognition knowledge skills and attitudes including metacognitive modeling skills for application in everyday chemistry teaching to empower learners with metacognitive skills and improved academic performance in chemistry by learners.

### **21. Summary**

This chapter discussed one of the major challenges of learning chemistry and a way of dealing with this major challenge in chemistry education. The definition, importance, and application of chemistry metacognition by teachers were explained in order to improve chemistry learning outcomes and motivation of learners in chemistry education.

*Teachers' Role in Chemistry Metacognition DOI: http://dx.doi.org/10.5772/intechopen.113789*
