Thesis Abstract

<p> This research project aims to investigate the role of metacognition in chemistry problem-solving among undergraduate students. The study will explore how metacognitive awareness, regulation, and reflection influence students' approach to solving chemistry problems. Through surveys, interviews, and think-aloud protocols, the research will examine students' metacognitive strategies, self-assessment of problem-solving skills, and reflective practices. The findings will contribute to a deeper understanding of metacognition in the context of chemistry education and inform the development of instructional strategies to enhance students' metacognitive skills. <br></p>

Thesis Overview