The Use of Meta-Cognitive Self-Assessment Strategies: An Experimental Study of Developing Writing Skills among Students of District Malakand

Abstract

Metacognition plays a vital role in the teaching and learning process which involves reading, writing development, problem-solving, self-control, attention, communication and personality development. Knowing how to teach the procedure for awareness of learning does not ensure effective teaching, and if not, teaching to the student deteriorates to trial-and-error and dull. It was an experimental study to find the impact of metacognitive self-assessment strategies on writing skills of grade 9 and 10 girl students of government girls secondary school Dargai and Sakhakot, District Malakand, KPK, Pakistan. A quasi-experimental pretest/posttest control group design was used. Four government girls' high schools were chosen. A total of 120 students (60 experimental group and 60 control group) participated. The intervention group was given a 30-day period for the implementation of metacognitive self-assessment strategies (planning, monitoring, evaluating and reflecting using rubrics, journals and feedback) and the control group was provided with traditional lecture approaches. The data collection tools consisted of a researcher-developed Writing Skills Test (pre- and post-test) for vocabulary, grammar, punctuation, organization, and writing in an essay, as well as a teacher questionnaire that included 26 items on metacognitive approaches to developing writing. The instruments were expertly validated and pilot tested with Cronbach's Alpha of 0.89 for test and 0.87 for questionnaire. The data was analysed using SPSS 26 with descriptive statistics (mean and standard deviation) and independent samples t-tests. No significant differences between groups were revealed by the results of the pre test. A post test indicated that there was a statistically significant difference for the experimental group in all components (overall t = -8.12, p < .001). Self-assessment strategies were rated as very effective with high agreement among teachers. The study results show that metacognitive self-assessment strategies make a significant contribution to improving writing skills. Teachers are advised to incorporate these strategies within the English classroom and have training in metacognitive teaching.

KEYWORDS: Metacognitive Self-Assessment, Writing Skills, Experimental Study, District Malakand, Secondary Students, Pakistan, Quasi-Experimental Design