Investigating the Role of Metacognitive Strategies in Biology Learning
Table Of Contents
<p>1. Introduction<br> 1.1 Background<br> 1.2 Research Questions<br> 1.3 Significance of the Study<br>2. Literature Review<br> 2.1 Teacher-Student Relationships in Education<br> 2.2 Teacher-Student Relationships in Biology Education<br> 2.3 Previous Research on Teacher-Student Relationships and Academic Achievement<br>3. Methodology<br> 3.1 Research Design<br> 3.2 Participants<br> 3.3 Measurement of Teacher-Student Relationships<br> 3.4 Academic Achievement Assessment<br> 3.5 Data Collection<br> 3.6 Data Analysis<br>4. Results<br> 4.1 Perceptions of Teacher-Student Relationships among Biology Students<br> 4.2 Relationship between Teacher-Student Relationships and Academic Achievement<br>5. Discussion<br> 5.1 Implications of Teacher-Student Relationships in Biology Education<br> 5.2 Comparison with Previous Research<br> 5.3 Limitations and Future Directions<br></p>
Thesis Abstract
<p> This project aims to investigate the role of metacognitive strategies in biology learning among undergraduate students. Metacognition refers to the awareness and regulation of one's own thinking processes. It plays a crucial role in effective learning and problem-solving. However, limited research has focused specifically on metacognitive strategies in the context of biology education. This study will involve assessing the metacognitive awareness of biology students and examining the relationship between metacognitive strategies and academic performance. The findings will provide insights into the importance of metacognitive skills in biology learning and inform the development of instructional strategies that promote metacognitive awareness among students. <br></p>Thesis Overview
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