Effectiveness of Teachers’ Metacognition in Developing Conducive Classroom Learning Environment

Abstract

The purpose of this study is to investigate the effectiveness of teachers’ metacognitive abilities in developing a conducive classroom learning environment. The population of the study at hand comprised of public sector colleges of Punjab province and the sample was randomly selected from this population. The data were collected through two questionnaires, viz; PTMAQ and ICEQ. The collected data were analyzed through SPSS 20. The findings of the study reflect that teachers’ metacognitive abilities have a significant relationship with the classroom learning environment. Moreover, results also indicate that teachers’ metacognition has no significant difference in gender, discipline and teaching level. In contrast, teachers have significant differences in the classroom learning environment at gender, discipline and different teaching levels. Furthermore, results indicate that teachers’ metacognition has a significant influence on developing a conducive classroom learning environment. Thus, the findings of this research suggest that there is a need to introduce an integrated teachers’ professional development program that increases the awareness of metacognitive abilities among teachers and enables them to use these abilities in developing a conducive classroom learning environment.