Effects Of The Development Of Metacognition Among Mathyomsuksa Four Through The Negotiated Assessment TECHNIQUE

Abstract

This research aimed 1) to compare the effects of the development of metacognition on the negotiated assessment method in the experimental group by comparing pretest and five weeks after the posttest and 2) to compare the effects of the development of metacognition between the experimental and the control group. The samples in the study consisted of two Classes in Mathayomsuksa Four students in the first semester of the 2016 academic year. One class was assigned as the experimental group and the other was the control group: They consisted of thirty-five students, but the experimental group was taught using negotiated assessment method while the control group was taught using traditional teaching methods. The research equipment; a Metacognitive Pretest with reliability of .72 and a Metacognitive Posttest with reliability of .76. The study were a nonrandomized control group pretest-posttest design, t-test dependent samples and a t-test for independent samples were used for data analysis The results of the research indicated that: 1) In the group of students taught, using the negotiated assessment method, the metacognition of the students after learning was greater than before learning with a statistical significance at the .05 level and 2) the group of students, using the negotiated assessment method, had higher levels of metacognition than the other students taught using traditional teaching methods at a statistically significant level of 05.