Relation between Metacognitive Awareness and Participation to Class Discussion of University Students

Form of inquiry should be based on cognitive approach, student-centered, question and inquiry-based, free of memorization and focused on high-level cognitive skills (critical-creative thinking and problem-solving) rather than conventional teacher-centered teaching and learning based on memorization and behavioral approach. The life quality of human beings will be increased with thought sharing and discussion and this increase is achieved by means of an adequate development of mental faculties such as critical and creative thinking, raising metacognitive awareness and problem solving. The purpose of this study is to assess the perceptions of prospective teachers related to the correlation between metacognitive awareness and participation in discussion. There is no significant correlation found between grade level and departmental differences, gender and general academic scores, participation in discussion and metacognitive awareness scores of university students participated in this study. However, there was a positive correlation between number of books read and participation in discussion. Moreover, there was a moderately significant positive correlation between participation to discussions and metacognitive awareness.