Metakognitiewe bewustheid, selfgerigtheid in leer en een leerprestasie van voornemende wiskundeonderwysers vir die intermediêre en senior fase

Abstract

Opsomming: Daar is ’n gaping tussen die kennis en vaardighede wat leerders op skool aanleer, en die kennis en vaardighede wat in die werkplek en samelewing in die 21ste eeu nodig is. Metakognitiewe bewustheid en selfgerigtheid in leer is begrippe waarna daar in dié konteks in die 21ste eeu verwys word. Die doel van die huidige studie was tweeledig: eerstens, om die vlakke van metakognitiewe bewustheid en selfgerigtheid in die eie wiskundeleer van voornemende wiskundeonderwysers vir kinders in die intermediêre en senior fase in hul tweede en derde jaar in ’n BEd-program (N = 77) te ondersoek; en tweedens, om die korrelasie tussen subskale van metakognitiewe bewustheid en dimensies van selfgerigtheid in leer, asook leerprestasie in ’n wiskundemodule, onderling en wedersyds, te ondersoek. Die data is ingesamel deur die toepassing van twee vraelyste, naamlik die Metakognitiewe Bewustheidsvraelys (Metacognitive Awareness Inventory [MAI]) wat deur Schraw en Dennisson (1994) ontwikkel is en die Selfassesseringskaal vir Selfgerigte Leer (Self-rating Scale of Self-directed Learning [SRSSDL]) wat deur Williamson (2007) ontwikkel is. Beide vraelyste is aangepas vir voornemende wiskundeonderwysers se wiskundeleer en was beskikbaar in Engels, sowel as Afrikaans. Hierdie vraelyste het as riglyn gedien vir die ondersoek na die konsepte ‘metakognitiewe bewustheid’ en ‘selfgerigte leer’. ’n Derde veranderlike in hierdie studie was een leerprestasie (wiskundemodulepunt wat respondente in die vorige semester behaal het). Vir die ontleding van die data is respondente se tellings, Cronbach α-koëffisiënte, en Pearson- (r) korrelasies bereken. Resultate en interpretasie van die statistiese analises het bevestig dat daar verbande tussen die subskale of dimensies van die twee vraelyste onderling en wedersyds bestaan. Geen betekenisvolle korrelasies wat tussen leerprestasie enersyds, en die subskale van metakognitiewe vaardighede en dimensies van selfgerigte leer andersyds bestaan, is egter nie in hierdie studie bevestig nie. Abstract: Metacognitive awareness, self-directedness in learning and performance of prospective intermediate-senior phase mathematics teachers. There is a gap between the knowledge and skills taught at school and the knowledge and skills needed in the workplace and society. Metacognitive awareness and self-directedness in learning are concepts referred to in terms of the knowledge and skills needed for learning in the 21st century. The aim of this study was twofold: firstly, to investigate the levels of metacognitive awareness and self-directedness in the own mathematics learning of prospective intermediate and senior phase mathematics teachers (in their second or third year in a BEd programme) (N = 77); and secondly to explore the correlations between factors and subscales of metacognitive awareness, levels of selfdirectedness in their learning and a learning performance in a mathematics module. The data of the current study was collected by administering two questionnaires, namely the Metacognitive Awareness Inventory (MAI), developed by Schraw and Dennisson (1994) and the Self-rating Scale of Self-directed Learning (SRSSDL), developed by Williamson (2007). Both questionnaires were adapted for prospective teachers’ learning in mathematics and were available in Afrikaans, as well as English. The questionnaires served as guidelines to investigate the concepts ‘metacognitive awareness’ and ‘self-directedness in mathematics learning’. A third variable was a learning ‘performance in mathematics’ (module mark achieved by respondents in the previous semester). For purposes of data analysis, respondents’ scores, Cronbach α-coefficients, and Pearson r-correlation coefficients were calculated. High Cronbach α-coefficients were found. Results and the interpretation of statistical analyses confirmed the existence of correlations between subscales or dimensions of the two questionnaires.