Development Of Self And Observer Rating Metacognition Questionnaire For The Pupils And Its Application

The paper aims to,taking pupils as subjects,compile metacognitive questions adapted to their ages as experimental data,and evaluation date on the pupils’ metacognition by corresponding teachers,to examine the pupils’ metacognitive capability by self-evaluation and evaluation questionnaire,and compile and revise the questionnaire according to the pupils’ evaluation on the metacognitive questionnaire and the teachers’ evaluation on the pupil’s metacognition,to obtain the Metacognitive Questionnaire for Pupils suitable for domestic pupils(Pupils Self-evaluation Version and Teachers Evaluation Version),providing an easy and applicable tool for researching and teaching staff to measure and evaluate the metacognition level of pupils.Then a survey is conducted using the questionnaire among the pupils at the first to sixth grades,to analyze the status quo of the metacognition of pupils at various grades,teachers’ understanding of the development of pupils’ metacognition,as well as any possible difference between the dimensions of variables of demography.Results are shown as follows:(1)Through item analysis and exploratory factor analysis it’s concluded that the pupils questionnaire contains 9 questions,while the teachers questionnaire contains 11 questions,respectively with one dimension,good reliability,and stable measuring scale,applicable to be used as a research tool.The indicators obtained in proving factor analysis are acceptable,showing good model fitting.(2)The total scores of pupil metacognition significantly vary at different grades,which is shown in the fact that the total scores of grade 1 are lower than those of grades 2,3,4 and 5,with remarkable difference,while the total metacognition scores of other grades are similar.The metacognition of children after grade 2 got better development.(3)The teachers total evaluation scores on pupil metacognition significantly vary at different grades,which is shown in the fact that the teachers total metacognition evaluation scores at grade 1 are higher than those at grade 2,5 and 6,with remarkable difference;the teachers total metacognition evaluation scores at grade 2 are lower than those at grade 3 and 4,with remarkable difference;the teachers total metacognition evaluation scores at grade 3 are higher than those at grade 5 and 6,with remarkable difference;the teachers total metacognition evaluation scores at grade 4 are higher than those at grade 5 and 6,with remarkable difference,while the total scores of children metacognition given by the teachers at other grades are similar.(4)The Chinese and mathematics performances and total performance at various grades are significantly related not only to the pupil metacognition score,but also the teachers evaluation score.Conclusion: first,the self evaluation score of metacognition by pupils vary from the evaluation results by teachers;second;the pupils’ metacognitive capability and the the teachers total evaluation scores on pupils metacognition positively correlate with the performances of various courses.