The Effect of Metacognitive Scaffolding Framework towards Students’ Performance
Noriesah Ahmad1, Nurul Farhana Jumaat2, Norazrena Abu Samah3, Zakiah Mohamad Ashari4, Abdul Halim Abdullah5, Dayana Farzeeha Ali6
1Noriesah Ahmad, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, UTM Johor Bahru, Johor.
2Nurul Farhana Jumaat, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, UTM Johor Bahru, Johor.
3Norazrena Abu Samah, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, UTM Johor Bahru, Johor.
4Zakiah Mohamad Ashari, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, UTM Johor Bahru, Johor
5Abdul Halim Abdullah, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, UTM Johor Bahru, Johor.
6Dayana Farzeeha Ali, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, UTM Johor Bahru, Johor.
Manuscript received on 10 May 2019 | Revised Manuscript received on 19 May 2019 | Manuscript Published on 23 May 2019 | PP: 1584-1593 | Volume-7 Issue-6S5 April 2019 | Retrieval Number: F12810476S519/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The purpose of this study is to investigate the effectiveness of metacognitive scaffolding framework in social learning environment towards students’ success. This framework was developed by Jumaat and Tasir (2016) and it is focused on two dominant mechanisms of metacognitive scaffolding which are: i) Supporting reflective writing (MS3) and ii) Guide students to focus on the learning process (MS4). Initially, a survey on students’ perceptions using Facebook as a platform for instructor scaffolding were administered. Then student’s improvements in learning were also investigated after the mediation from metacognitive scaffolding. Twenty-three (23) undergraduate students who enrolled in Telecommunication and Networking course were involved in this study. Data were gathered from the questionnaire, the online discussion transcripts in Facebook and also a performance test. Results showed that Facebook can be a platform for instructor scaffolding which they perceived that this platform enabled them to communicate at their convenience and it allows them to communicate with their lecturer frequently. Results also revealed that there is a significant difference on students’ performance before and after the mediation from metacognitive scaffolding (t = -10.94, df = 22, p < 0.05). Thus, this study suggests that framework of metacognitive scaffolding is important to enhance student’s performance in social learning environment.
Keywords: Metacognitive Scaffolding, Social Network, Social Learning Environment, Online Learning Environment.
Scope of the Article: Patterns and Frameworks