Metacognitive-Creative Problem Solving Method: Effects on Students’ Metacognition, Creativity, Conceptual Understanding and Performance in Physics

Abstract

The purpose of this study was to determine the effects of the Metacognitive-Creative Problem-Solving Method (MCPSM) on metacognition, creative thinking skills, conceptual understanding and problem-solving performance in Physics of Grade 9 students using a quasi-experimental and pretest-posttest two group research design. Metacognition was measured using a modified Metacognitive Awareness Inventory (Schraw & Denisson, 1994) while researcher-made scoring rubrics rated creative thinking skills and problem-solving performance of students. A researcher-made multiple-choice test assessed conceptual understanding.

The significant difference in the composite mean ratings in metacognition and creative thinking of the metacognitive-creative problem-solving group and the conventional group was determined using one-way MANOVA. The same procedure was used in determining significant difference in the composite mean ratings in conceptual understanding and problem-solving performance of the two groups of students. Multiple regression analysis determined significant predictors of conceptual understanding from among the dimensions of metacognition and creative thinking. The same analysis was performed to determine significant predictors of problem-solving performance from among the dimensions of metacognition, creative thinking and conceptual understanding.

Metacognitive-Creative Problem-Solving Method (MCPSM) was effective in improving metacognition and creative thinking of students. It was also effective in improving joint conceptual understanding and problem-solving performance in Physics.