V. Devaki, E. Ramganesh, and S. Amutha
Bharathidasan University, Khajamalai Campus, Tiruchirappalli, Tamil Nadu, India
Pages: , 270-277
This study aimed to analyses the problem solving ability by metacognitive intervention
using quasi-experimental with equivalent post-test design among undergraduate
students of Physics. Metacognition is the vital intervention which helps the problem
solvers to plan, monitor and evaluate the problems. The researcher taught one group
with metacognitive intervention to solve lower order and higher order questions and
other using conventional method. The achievement test of the sample was measured
using post-test. Independent sample t-test result showed that there was a significant
difference in problem solving ability of solving lower order questions and higher order
questions between the metacognitive intervention group and the conventional teaching
group. The finding showed that metacognitive intervention improved problem solving
ability among the undergraduate students of Physics to solve lower order and higher
order questions. The study suggests policy recommendation that teacher educators to
include metacognitive intervention based strategies to enhance problem solving skills
among the learners.