METACOGNITIVE SKILLS THAT ARE DEVELOPED IN THE COURSE OF METHODOLOGY OF INTELLECTUAL WORK AND USE OF USAT MOODLE PLATFORM

METACOGNITIVE SKILLS THAT ARE DEVELOPED IN THE COURSE OF
METHODOLOGY OF INTELLECTUAL WORK AND
USE OF USAT MOODLE PLATFORM, IN
I CYCLE STUDENTS OF THE CATHOLIC UNIVERSITY
Saint Toribio de Mogrovejo .

CHICLAYO - PERU

Summary
Nowadays, teaching becomes increasingly complex and learning has become a challenging experience for students. To make that students reach their learning objectives, the teacher should have as a goal developing the suitable competences of the subject and enhance through pedagogical and technological activities the development of students’ metacognitive skills (awareness, control and autopoiesis). In order to achieve this purpose, this study was aimed at describing the correlation between metacognitive skills developed in the course of Methodology of intellectual work and the use of the Moodle platform USAT, students in cycle I the Catholic University of Santo Toribio de Mogrovejo . Chiclayo - Peru. 2011.

To make this, a descriptive correlational study with a sample of 100 young from I cycle of careers of Business Administration, Hotel Management and Services and Law at the Catholic University of Santo Toribio de Mogrovejo was performed. As an instrument, a test was applied; whose data, through the Pearson Correlation Coefficient, reported that there is a significant correlation of moderate degree, between the developing of metacognitive skills using USAT Moodle Platform, in the students from first cycle of the Catholic University of Saint Toribio de Mogrovejo. Chiclayo, with values ​​of r = 0.553 and p = <0.01 .
Keywords: Metacognition, metacognitive skills, USAT Moodle Platform, Methodology of intellectual work and learning.

INTRODUCTION

Faced with the constant innovations that occur in our society, education has seen the need to seek different mechanisms student-centred, which allow having a relationship between content, pedagogy and technology. Then, with these technological developments and their influence on education , this research was developed, in which the relationship between the use of the Moodle platform was evaluated
USAT and the development of metacognitive skills in the subject of Methodology of intellectual work.

Within this context, USAT Moodle platform was elected, student-centred, because it has an innovative methodology, that means, thanks to the various activities that can be proposed , the possibility of conducting meetings between teachers  and students is extended, reinforcing the possibilities for learning through the use of the tools that it has. Additionally, because in practice, the use of this platform allows teachers to help their students to develop a range of skills and to acquire basic skills in using information and communications technology, as well as reading in digital information sources, writing with text editor and communication through computer networks.

This study sought to find the correlation between variables: metacognitive skills of the subject of Intellectual Work Methodology regarding the use of the USAT Moodle platform in cycle I students of the Catholic University Saint Toribio de Mogrovejo - USAT. For this, a descriptive correlational study was conducted by applying a tool, structured in two questionnaires; the first one, concerning metacognitive skills and, the second one, about the use of the USAT Moodle platform, to a sample of 100 students of the first cycle of the careers of Business Administration, Hotel Management and Services and Law from USAT.

This study is important because, to the extent that students develop the activities proposed by teacher with the tools of USAT Moodle Platform, these will acquire and develop their metacognitive skills and thus become aware of their learning process, so that help them to manage and enhance their learning. This research is relevant and it has a particular relevance in addressing the social study of the teaching-learning process, focusing your interest in USAT Moodle Platform USAT.

THEORETICAL FRAMEWORK

Metacognition
Delgado(2009) states that the term metacognition was introduced at the beginning of the 70s by John Flavell, who conducted a research on the development of memory processes.

In addition, he states that: "Flavell metacognition divided into two processes: knowledge about the cognitive processes themselves and regulate them by the individual " ( p . 112).

Arredondo (2006) considers metacognition as a series of operations, activities and cognitive functions performed by a person using a set of intellectual internalized mechanisms that allow it to produce and evaluate information; enabling that person to understand, control and self-regulate their own intellectual functioning. Also, that metacognition is awareness that it has the intellectual processes used to achieve a particular goal or accomplish a task. It also alludes to metacognition also to focus on the activity being carried out, that is, to focus attention on an issue and avoid being distracted by external and internal outside the subject (external noise, irrelevant ideas, behaviour of factors others) in order to use the correct resources and intellectual processes. Finally, it states that metacognition is a three-dimensional construct that includes awareness, monitoring (monitoring, control and regulation) and assessing cognitive processes. These dimensions can be translated into three basic activities: planning (strategies), implementation (how applicable) and evaluation (what processes were used to reach the goal).

Finally, Woolfolk (2010) states that metacognition literally means cognition about cognition or, in other words, knowledge about knowledge and learning. So, metacognition is knowledge about our own thought processes or high-level cognition is used to monitor and regulate the cognitive, such as processes: reasoning, understanding, problem solving and others. Further it relates to metacognition.

It involves three kinds of knowledge: declarative (what to do), about oneself as an apprentice; procedural (how to use strategies); and self-regulatory knowledge (know the conditions and know when and why to apply the procedures and strategies); in order to achieve goals and solve problems. Furthermore, the aforementioned authors report that metacognition involves choosing the best way to perform a learning task; thus, students who have good metacognitive skills set goals, organize their activities, choose the best methods of learning and change strategies when necessary.

For our research, we consider metacognition as a conscious process of self-assessment of our own thought processes. It is a process because it constitutes a series of operations, activities and cognitive functions, carried out by a person using a set of internalized intellectual mechanisms that allow him/ her to obtain, produce and evaluate information; enabling that person to understand, control and self-regulate his/her own intellectual functioning. So we note that this process will be developed using USAT Moodle Platform, since the tools provided by this platform will help to develop students’ metacognitive skills, for example forum and task tools will help us develop metacognitive skills as meta knowledge and meta language; Website and Task will develop the metacomprehension and metathinking skills; questionnaire tool is related to meta knowledge, metamemory, metathinking and metacomprehension skills. It is noteworthy that these skills are not isolated, because all of them are developed together; but, in a particular tool one predominates over the others.

Metacognitive skills

Metacognitive skills relate to student’s awareness and knowledge of his / her own cognitive processes, knowledge about knowledge, as well as the ability to control these processes, organizing, directing and modifying them to achieve the learning goals (Flavell & Wellman, 1977).

To Woolfolk (2006), metacognitive skills are the result of development or maturation of the individual; that is, as students get older, they become more able to exercise control over their strategies.

However, it reports that not all the differences in the meta-cognitive skills are related to age or maturity; therefore, there is great variability even among students with the same level of development; but these differences do not seem to be related to the intellectual capabilities, but are probably caused by biological differences or variations in learning experiences. Thus, students vary greatly in their ability to attend selectively to information from their environment.

Soto (2003) reports that metacognition skills must be in accordance with the challenges of today's reality, that is, individuals must conquer domain systems that allow them to self-evaluation, adjustment, and self-regulation.

The types of meta-cognitive skills are:

Metamemory: According to Flavell and Wellman (1977) ( as cited in Major et al., 1995 ) " the term metamemory refers to our knowledge and consciousness about memory and everything relevant to the registration, storage and retrieval information" (p . 63). Marti(2003) also states that metamemory is the knowledge about storage and retrieval processes of the elements of memory.

Meta-attention: Man (2006) argues that meta-attention is the knowledge of one's understanding and thought processes necessary to achieve it, that makes us thinking about what is understanding and if we really understand what to do and how to understand the differences between understanding and memorizing, reasoning, deducing, recalling or imagining.

Metathinking: Mayor et al. (1995) note that the meta thinking is based on the concept of metacognition as that thought is restricted to handling of knowledge. Therefore, most of the thinking is metathinking as it includes inherently the analysis and reflection, back on itself and self-control.

Metacomprehension: Yussen (1985) (as cited in González, 1996) states that metacomprehension is the process in which a person is questioned by himself or herself to determine if he or she has or has not understood the message that someone has already communicated to him / her.

Meta language: Martí (2003) states that metalanguage corresponds to that is used to talk about him or her, or any other language.

Teaching-learning using Moodle Platform

Today, the teachers’ work (teaching process) cannot be reduced to simple transmission of knowledge; teachers have a much more complex and meaningful work in our relationship with the students. Teachers are responsible to be organizers and intermediaries in the meeting of the student with the knowledge (Diaz & Hernandez, 2002).

Therefore, as Sacristan (1998) (as cited in Diaz & Hernandez, 2002) says, it should be remembered that in the process of teaching, the teacher is the mediator between the student and culture through its own level culture (by the value assigned to the curriculum in general and the knowledge that it transmit in particular) as well as the attitudes that he or she has towards a specialized knowledge of the same plot.

El Comercio newspaper (2009) stated that in Peru there are several distance learning systems that are beginning to use, which include the type of open source as Moodle.

Otamendi et al. (2008) report that Moodle is a course management system of free distribution that helps educators to create online learning communities. That kind of platform is also known as Learning Management System (LMS) which allows teachers, keep track of the contents of students who interact within it; because it has tools for reporting and monitoring of activities that allow you to manage and promote learning. For Silva (2011), Moodle is a platform created to develop the teaching and learning processes supported by the socio-constructivist paradigm (to know how learning arises it is based on educational budgets). Moodle helps teachers to create quality online courses, providing modules that implement forms of relationship between the participants, materials and integrated communication tools in a common environment.

Moodle, in teaching-learning process, facilitates group and collaborative activities, promoting the existence of the three educational reference models, which are: teaching model in transmitting knowledge; teaching model to acquire, build and accumulate knowledge; and teaching model to develop, invent and create knowledge (Correa,2005). Furthermore, Moodle provides the existence of the five types of content management systems with educational value as Baumgartner (2005) mentions: pure CMS, content management systems weblog, CMS systems oriented to the collaboration, community and collaborative content management systems and wiki systems.

It is important to highlight what Prendes (2003) manifests, that with the development of Moodle Platform the following concepts are possible: "students working in groups, exchanging ideas, asking questions, listening and understand all the answers, help each other before asking for teacher’s help and finally they get a unique product working group"( p . 96 ) .

Communication tools

Garcia (2002) states that there are tools that encourage communication on the Internet, they are organized into two groups according to the ability to make an asynchronous communication (delayed) or synchronous (real time) possible.
Synchronous: Fernandez (2004) notes that synchronous communication is what allows participants to interact at the same time (real time) by methods such as chat, questionnaire, video conferencing, audio conferencing and others.
Asynchronous: Garcia (2002) states that in asynchronous communication partners do not share the same physical space (because they are spaced) or coincide in time.
For his part, Fernandez (2004) states that asynchronous communication is the act of learning in which people are not online at the same time, which entails to not have direct communication.
The main asynchronous tools are resources, tasks, consultations, labels, surveys, forums, tasks, email, wikis and so on.

METHODOLOGY
The present study corresponded to a descriptive correlational type research, belonging to non-experimental work because the studies were conducted without the intentional or deliberate manipulation of variables, since the study was conducted consisted of observing the phenomenon in their environment or natural context to be subsequently analysed, as they were observed.

According to Hernández, Fernández and Baptista (2010) , it stated that the design which was used is transactional or transversal, specifically correlational - causal type, in which data are collected through instruments (in relation to variables:  metacognitive skills and use of USAT Moodle Platform) only once. In this design it was analysed and described how the study variables operate for a single moment, determining the relationship between students’ metacognitive skills (meta-attention, metathinking, metamemory, metacomprehension and metalanguage) and the use of USAT Moodle platform.

The sample consisted of 100 students of the first cycle of Professional Schools of Management , Hospitality and Services Administration and Law, who completed the course Methodology of intellectual work in 2011 - II cycle. According to Hernández , Fernández and Baptista (2010) , the type of sample was for convenience or intentional; also because the sample group of the research was already made, the sampling method which was determined was the non-probability .

INTERPRETATION OF RESULTS

To achieve the objectives of the research, in table 1, the results of the questionnaire that was applied to students of the first cycle of the USAT, Chiclayo, who were in the course of Methodology of intellectual work are detailed.

In Table 1, the frequencies and percentages of metacognitive skills are detailed in five options ("never", "rarely", "half the time", "often" and "always"), about data obtained from the questionnaire on the application of metacognitive skills. The data expressed in the table have been taken from the questionnaire responses of metacognitive abilities of each student, considering that each asked question refers to a particular skill. In addition to the data shown in the table, measures of central tendency are taken into account. Mode, median and average.

In this way, the percentages of metacognitive skills most valued by students have a positive assessment, being in the "many times" option; the ability which stands above is metalanguage with 50%; quite the opposite, the negative assessments have the lowest percentages, located in "never" option, and the ability with less percentage is  metathinking with 2% of total students. In addition, the mode and median coincide in 188, the median is 75.00 and average 186.34. Meta-attention skill is highly valued by students, with a positive response from 56 % of all students, in which, the "many times" option was chosen by 41% of the valid percentage. There are four negative responses that represent 4% of the percentage.

Table 1

LEVEL OF DEVELOPMENT IN METACOGNITIVE SKILLS IN THE
COURSE OF INTELLECTUAL WORK METHODOLOGY OF FIRST CYCLE STUDENTS FROM CATHOLIC UNIVERSITY SAINT TORIBIO DE MOGROVEJO. CHICLAYO - PERU.

Saint Toribio de Mogrovejo . CHICLAYO – PERU

Never 4 4 5 5 2 2 4 4 6 6

Seldom 16 16 18 18 18 18 17 17 12 12
Half time 24 24 23 23 24 24 25 25 23 23
Often 41 41 39 39 40 40 38 38 50 50
Always 15 15 15 15 16 16 16 16 9 9
Total 100 100 100 100 100 100 100 100 100 100
Result
n %

Metacognitive skills

Metathinking

Meta-attention

n% n% n% n%
Language Understanding Memory

Source : Results obtained using SPSS software - version 19.

valid ; neutral responses equivalent to 24% of the valid percentage. Mode is 73; the median, 75.00 ; and the mean , 75.12 .

In metamemory we see that the positive assessments have a higher percentage (54 %) than the negative ones (23 %); of which 5% of the valid percentage believes that this ability "never" takes place in the course of Methodology of intellectual work, while 39% of the valid percentage refers otherwise, noting that in this subject "often" metamemory ability develops. Metamemory average is 71.13; Mode, 75; and the median, 72.00.

The ability of metathinking shows the more students have given a positive assessment by 56 % of students who have chosen the options "often" and "always”, making this into choices of most students. Students who believe they have never developed their metathinking in the course of Methodology of intellectual work are only 2% of the valid percentages. The mean is 137.92 metathinking; mode, 140; and the median, 139.50.

Regarding to metacomprehension skill, it is observed that most of the students have given positive assessments, with 54 % of students who chose the options "many " and "always" ; however, the negative assessments account for 21 % of students surveyed .

Of those expressed valuations, 4% of the valid percentage believes that this ability "never" takes place in the course of Methodology of intellectual work, while 38% of the valid percentage refers the contrary, noting that this course "often" develops the ability of metacomprehension. We also note that the average of metacomprehension is 99.55; mode, 108; and the median, 100.00.

Regarding the development of the ability of the metalanguage, in the course of Methodology of intellectual work, it is stated about positive assessments , 59 % of students who say this, there is a high percentage in the "often", with 50% of valid percentage; on the other hand, there is a low percentage of students opposed to the aforementioned data. In this way, only 6% of the valid percentage said that "never" metacognitive skills are developed in the course of Methodology of intellectual work. In addition, we note that the average of metalanguage is 31.44; mode, 30; the median, 31.50 .

Table 2 shows that the test of Pearson correlation coefficient is highly significant ( p < 0.01) ; therefore, there is a significant moderate correlation between asynchronous tools (label, consulting, wiki, forum, task and resources) USAT Moodle Platform and metacognitive skills.

These results indicate that the more use of asynchronous USAT Moodle Platform tools by students the better development of their metacognitive skills ( meta-attention, metamemory, metathinking, metacomprehension , metalanguage) within the development of the subject of Methodology of intellectual work.

Table 2
CORRELATION BETWEEN ASYNCHRONOUS (TAG, TEXT PAGE, WEBSITE, LINK A FILE OR A WEB, CONSULTANCY, SURVEY, WIKI, FORUM AND TASK) USAT MOODLE PLATFORM TOOLS (RESOURCES) WITH METACOGNITIVE SKILLS (META-ATTENTION, METAMEMORY, METATHINKING, METACOMPREHENSION, METALANGUAGE)

Label Pearson Correlation 0.311 ** 0.323 ** 0.277 ** 0.295 ** 0.275 **
Sig . (Bilateral) 0,002 0,001 0,005 0,003 0,006
Consultation Pearson Correlation 0.532 ** 0.520 ** 0.517 ** 0.505 ** 0.495 **
Sig . (Bilateral) 0,000 0,000 0,000 0,000 0,000
Wiki Pearson Correlation 0.515 ** 0.510 ** 0.504 ** 0.509 ** 0.483 **
Sig . (Bilateral) 0,000 0,000 0,000 0,000 0,000
Forum Pearson Correlation 0.493 ** 0.479 ** 0.474 ** 0.474 ** 0.434 **
Sig . (Bilateral) 0,000 0,000 0,000 0,000 0,000
Task Pearson Correlation 0.395 ** 0.373 ** 0.376 ** 0.376 ** 0.414 **
Sig . (Bilateral) 0,000 0,000 0,000 0,000 0,000
Resources Pearson Correlation 0.482 ** 0.495 ** 0.445 ** 0.489 ** 0.471 **
Sig . (Bilateral) 0,000 0,000 0,000 0,000 0,000
N 100 100 100 100 100

USAT Moodle platform

asynchronous
Metacognitive skills

Meta – Attention

Metathinking
Metamemory

Metacomprehension

Metalanguage

Source: Results obtained using SPSS software - version 19.
Table 3 shows that the test of Pearson’s correlation coefficient is highly significant ( p < 0.01) ; therefore, there is significant moderate relationship (r = 0.553) between the use of USAT Moodle platform and metacognitive skills in USAT students from first Cycle - Chiclayo. With these results, it is assumed that the higher management of USAT platform Moodle by students the better develop of their metacognitive skills and, therefore, their skills in the course of Methodology of intellectual work.

Table 3

CORRELATION BETWEEN METACOGNITIVE SKILLS AND THE USE OF USAT PLATFORM MOODLE.

Use of virtual platform Moodle metacognitive skills. Pearson’s correlation 1 0.553 **
Sig . (Bilateral ) 0.000
100 100 N
Pearson correlation 0.553 ** 1
Sig . (Bilateral ) 0.000
100 100 N
Using
platform
virtual Moodle
Abilities
Metacognitive
** Correlation is significant at the 0.01 level (bilateral).

Figure 1

FIORELA ANAI FERNANDEZ OTOYA

Using the Virtual Classroom Moodle Meta Cognitive Skills
Linear R2 = 0.301

CONCLUSIONS
1) Metacognitive skill

The medians of the items are all higher than 4.03 and the highest average, with 4.34 corresponds to 46 item, which is "to remember, to think or to pay attention, I consider important the concentration and effort."

The median and mode of the items are always in value 4, except the mode items 23, 27, 33, 35, 46 and 47 which have the value 5.

2) Use of USAT Moodle Platform

All medians of USAT Moodle Platform tools are above 3.90; and the highest median with 65.84, belongs to the forum tool (asynchronous tool); while the lower one of USAT Platform Moodle with 3.91 corresponds to the label tool (asynchronous tool ) .
The median and mode of USAT Moodle Platform tools are always on the “often” value, except for the label tool which is found in “always” value.

3) Correlation between synchronous tools of USAT Moodle Platform and metacognitive skills
Of synchronous tools, chat and questionnaire, the chat has no significant correlation ( p > 0.05) with each of the five metacognitive skills (meta-attention, metamemory, metacomprehension, metathinking and metalanguage), because of  the test values ​​of the coefficient  of Pearson correlation are not significant, due to its degree is very weak.
About the correlation between the chat tool and the metacognitive ability of metathinking, the value of the test of Pearson correlation coefficient lower and that most closely ap < 0.01 is 0.085, the degree of correlation is 0.173. Instead, the value of the correlation coefficient test of Pearson and highest furthest from ap < 0.01 is 0.164, being in metacognitive ability metacomprehension.

About synchronous tools, chat and questionnaire , the correlation between the questionnaire tool with each of the five metacognitive skills is highly significant (P < 0.01) , which means that relationships of this tool with skills like meta-attention, metamemory, metacomprehension , metathinking and metalanguage are very strong.

About the questionnaire tool , the value of the test of Pearson correlation coefficient most significant is 0.000, value that is present in metathinking, meta-attention and metamemory skills, which means that the relations with the questionnaire tool with metacognitive skills of metathinking, meta-attention and metamemory are very strong and more significant than the rest of metacognitive skills ( metacomprehension and metalanguage).

Instead, the test value of the Pearson correlation coefficient least significant between all meta-cognitive skills is 0.004, the same that is within the skill of metalanguage. So to better management of the questionnaire by students the better will be the development of metacognitive skills of meta-attention, metamemory, metathinking, metacomprehension, metalanguage of their metacognitive skills in the subject of Methodology of intellectual work.

4) The correlation between asynchronous tools (label, text page, website, link  a file or web consultation, survey, wiki, forums and task) USAT Moodle Platform and metacognitive skills (meta-attention, metamemory, metathinking, metacomprehension and metalanguage) it concludes that :
The correlation between asynchronous tools (label , text page , website, link  a file or web , consultation, survey, wiki , forums and task) USAT Moodle Platform and metacognitive skills (meta-attention, metamemory , metathinking, metacomprehension and metalanguage) is highly significant ( p < 0.01) ; whose correlation is moderate .

In asynchronous tools, all are worth testing Pearson correlation coefficient of 0.000 ; except label tool , the value of the test varies according to the type of metacognitive ability, so in : the meta-attention is 0.002; metamemory, 0.001 ; the metathinking, 0005 ; metacomprehension, 0.003 ; and metalanguage, 0.006 .

The degree of Pearson correlation maximum of label tool with each of the five metacognitive skills is 0.323 , which corresponds to the metacomprehension tool.

Therefore, the greater use of asynchronous USAT Moodle Platform tools, the better development of their metacognitive skills in the development of the course Methodology of intellectual work.

5) Pearson correlation coefficient reported that there is a significant correlation of moderate degree, between the development of metacognitive skills and the use of USAT Moodle platform, in students of first cycle from USAT, Chiclayo , with values ​​of r = 0.553 and p = < 0.01.

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