Effects of the Know-Want-Learn Strategy on Primary School Students’ Metacognition and Physics Achievement

Zekri Zouhor, Ivana Bogdanović, Mirjana Segedinac

Abstract


This study is aimed at examining the effects of the Know-Want-Learn (KWL) strategy on primary school students’ metacognition and physics achievement. A pre-test – post-test control group design was used, where the treatment was the implementation of the KWL strategy. A physics knowledge test and a questionnaire about metacognition were administered to sixth-grade primary school students of both genders. The results obtained were treated statistically, using descriptive statistics and a paired-samples t-test, as well as an independent samples t-test. The analysis of the results obtained showed that for both  variables (physics achievement and metacognition): (1) there was no significant difference between the pre-test and post-test scores for the group  of students who had been taught traditionally, (2) there was a significant difference between the pre-test and post-test scores for the group  of students who had been taught by the use of KWL strategy and (3) there was a significant difference in the post-test scores between the group  of students who had been taught traditionally and the group  of students who had been taught by the use of the KWL strategy. Important insights about the effects of the KWL strategy in learning physics have been generated.


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DOI: http://dx.doi.org/10.5281/zenodo.55473

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