Metacognitive Skills: Investigating the Effect on Pupil Teachers’ Written Task Performance

The current study was conducted for investigating the effect of Metacognitive skills on pupil teachers’ written assignment performance. executed while using Quasi-Experimental nonequivalent pretest-posttest control group design. two sections B.Ed (Honors) Semester-I (each consisting 30 students) were selected conveniently this study. Before intervention, both groups have been pretested and there no statistical difference found among them concerning their Skills. intervention (Cooperative Learning approach) given to experimental whereas controlled conventional treatment. duration consisted one semester only. There five that researcher intended develop. “Planning” “Information Management” focused during first weeks each month rest “Monitoring, “Debugging” “Evaluation” last weeks. used a performance test named “Metacognitive Skills Assessment Tool” (MSAT) adapted from (Ali, Siddiqui, & Tatlah, 2020) comprising 14 items (representing skills) measure prospective skills. Furthermore, Rubrics Tool (RMSAT) rate taken MSAT. These also adopted 2020). On other hand, has measured with help “Assessment Criteria Report Writing (ACRW)” developed by (Siddiqui, 2016). Base results Pearson’s r Linear Regression analysis, it concluded statistically significantly high development.