Evaluating the impact of Meta-cognitive Strategies in Seamanship Training for Inculcating

values in naval/marine students

OVERVIEW

Meta-cognitive strategies have developed over the last two decades from an area which was
much ignored to the one which is one of the major areas for inculcating the values in the naval
and marine students. The concept of meta-cognition was the pioneering work of Flavell and the
concept of meta-cognitive strategies has been associated with the theories of learning. It is
equalized with the construction of a self-regulated environment which is used for the evaluation
and monitoring of problem solving techniques in the learning of marine students. The popularity
of the meta cognitive strategies in increasing when it comes to inculcating the values in the naval
and marine students. The reason is also due to an underlying agreement between various
stakeholders such as policy makers, professors, parents, guides and educators that Meta-
cognitive strategies are a key in enhancing the abilities of students to autonomously direct their
thought process towards values important to them. In the existing competitive environment and
stress on having a surrounding of continuous learning and adapting, the naval and marine
students are required to acquire new skills and also to enhance their theoretical knowledge. It is
here the Meta cognitive strategies help the students to evolve their abilities to learn and
understand the changing environment. If we decode the term meta-cognitive then it means that
the process of ‘thinking within thinking’. Meta-cognition is already shown in the well-
established theoretical strategies as a vital element required for the successful self learning
environment. The meta-cognitive strategies use a three-layered model for the self-sustainable
learning of the students. Such as the entire learning process is shown in terms of meta cognitive
strategies as the middle layer which is in between the two layers that are a basic layer and the
higher order layer. The basic layer is the use of meta-cognitive techniques when any specific task
has to be completed and the higher order layer is related to the self objectives and the self
motivational aspects. After evaluating the number of meta cognitive strategies the researcher has
given importance to the three most important meta cognitive strategies which include planning,
monitoring and evaluating (Boekaerts, 1999; Paris, 2001; Winne & Hadwin, 1998). They are
also important in developing the value in the students as the rules and the regulations have to be
followed. The planning phase includes the setting up the goals based on the resources of the
individual and according to the ethical manner. Monitoring refers to the actual evaluating of the
performance according to to the set standards. The defaults have to identify and the changes have
to be made accordingly. The changes are to be made such that the goals and the objectives are
achievable in the prescribed time. These three phases have equal weight age and they are
interconnected with each other (Azevedo, 2009; Pintrich et. al., 1999). Planning: Pre-reading
phase includes the planning. Planning plays a very important role in learning (Palinscar &
Brown, 1984; Zimmerman & Pons, 1986). Planning includes the marine and naval students to
master the strategies such as pre-reviewing the study, prior knowledge activation, creating the
agenda which is in link with the values of the organization. The overlap between planning,
monitoring, and evaluation is due to the functional similarities with each other. They are linked
with each other in a cyclic manner as proper planning leads to better monitoring and evaluation
easy and according to the set standards and value. It is based on the self-regulation learning in
the organizations and overall development in the organization.

Meta-cognitive information pertains to the cognizance of one’s self-learning processes (Wenden,

1998). It shows the aspects which an individual student is mindful of about themselves with
regards to the processing of the cognitive strategies, diverse knowledge and the techniques used
for problem-solving, further they should be aware of the necessities for completing a particular
task (TEAL, 2012). As discussed above the meta-cognitive strategies are bifurcated into three
different aspects (Paris, Lipson & Wixson, 1983) which are conditional knowledge, declarative
knowledge, and procedural knowledge. A piece of conditional knowledge is one which refers to
be self-aware of the fact ‘why’ we are using a particular strategy in a given situation. A piece of
declarative knowledge is one which refers to ‘what’ strategy to be applied in a given situation.
Lastly, the procedural knowledge is the one which involves ‘how’ to apply the strategy in a
given situation. Such as in case of any activity on the ship or in case of an emergency on the ship
then the self-cognitive strategies of ‘when’, ‘what’ and ‘how’ should come into play to tackle the
situation.

There have been many studies around meta-cognitive strategies conducted around the globe
which have very well proven that they have a positive impact on enhancing the ability of the
students to read and understand situations. There have been many studies which have been
conducted recently in various contexts which complements the inculcation of values in the naval
and merchant students.

Study on the role to improve the understanding of the language performance (Mahadi and
Subramniam, 2013) and the study where English is taught to the students as a foreign language
in the Malaysian context (Kosnin, 2007; Saad, Tek, & Baharom, 2009). There have been various
studies on understanding the impact of metacognitive strategies to improve theoretical
knowledge. The studies incorporated the strategy through a questionnaire to check the meta-
cognitive strategy uses. The initial study (kosnin, 2007) was around the correlation between high
results in the studies with the use of meta-cognitive strategies. Another study (Saad et al., 2009)
was around the various variances by using the meta-cognitive strategies and its impact on the
high academic results. These studies helped everyone to understand that the meta-cognitive
environment has a positive impact on the ones with low performances. It also found that in the
case of overachievers it was helping them to maintain their high performance and also the levels
of motivations were also far more than others. Another aspect of the study was that the gender
has no major impact on the values of the naval students and those who use the meta-cognitive
strategies they have higher chances to win.
PROBLEM STATEMENT

Meta-cognitive strategies have gained significant importance in the current field of research. It
basically means to think about the thinking or cognition about the cognition (Carrell, 1998). It
means to have a piece of full knowledge, awareness and proper implementation of the learning
process. The implementation of the meta-cognitive strategies will help the naval or marine
students will help them to work according to the desired standards and inculcating values in
them. But the previous researches show that the level of awareness about the Meta-cognitive
strategies in Seamanship Training among the naval or the marine students is less. They are not
aware of the link between the Meta-cognitive strategies in Seamanship Training with respect to
the values. It will help them to increase their values by these strategies implementation. The
context of studies with respect to the meta-cognitive strategies is limited with respect to naval
and marine education though they are the support system of the economy. The planning,
monitoring and evaluation phase in the goal stage helps in the safeguarding to the country but
much research is not being done in the area.

AIMS AND OBJECTIVES:

Meta-cognitive strategies help in improving the overall learning of the students. It is widely
being used in different areas for the overall performance increase. The main objective of the
study is to find out the impact of Meta-cognitive Strategies in Seamanship Training for
Inculcating values in naval/marine students. For finding out the impact first the awareness level
need to be checked about the Meta-cognitive reading strategies in Seamanship Training among
naval or marine students. The detailed objectives are given below:

1. To what extent are naval/marine students aware of the Meta-cognitive strategies in

Seamanship Training.

2. To find the relation between Meta-cognitive Strategies in Seamanship Training with the
Inculcating values in naval/marine students

3. To evaluate the impact of the Meta-cognitive Strategies in Seamanship Training for

Inculcating values in naval/marine students

4. To make a suggestion in the Meta-cognitive Strategies to improve the values of the

naval/marine students.

RESEARCH QUESTIONS

The research questions of the study are given below

1. What is the extent of awareness of naval/marine students about Meta-cognitive strategies in

Seamanship Training?
2. What is the relation between Meta-cognitive Strategies in Seamanship Training with the
Inculcating values in naval/marine students?

3. Evaluating the impact of the Meta-cognitive Strategies in Seamanship Training for

Inculcating values in naval/marine students?

4. What are the suggestions in the Meta-cognitive Strategies to improve the values of the
naval/marine students?

HYPOTHESIS

The hypotheses of the study are given below:

Null Hypothesis:

HO1: There is no significant awareness about the Meta-cognitive strategies in Seamanship

Training in naval/marine students

HO2: There is no significant relation between Meta-cognitive Strategies in Seamanship Training

with the Inculcating values in naval/marine students.

HO3: There is no significant impact of the Meta-cognitive Strategies in Seamanship Training for
Inculcating values in naval/marine students.

Alternate Hypothesis:

H11: There is significant awareness about the Meta-cognitive strategies in Seamanship Training
in naval/marine students.

H12: There is a significant relation between Meta-cognitive Strategies in Seamanship Training

with the Inculcating values in naval/marine students.

H13: There is a significant impact of the Meta-cognitive Strategies in Seamanship Training for
Inculcating values in naval/marine students.

SIGNIFICANCE OF STUDY

Meta-cognitive strategies are helpful in increasing the learning of the individual. The basic
framework of the strategy is planning, monitoring, and evaluation. If the students implement in
the proper manner then the delay in the process can be reduced. This study will help in finding
the awareness of naval/marine students about Meta-cognitive strategies in Seamanship Training.
Moreover, it will be helpful in increasing the awareness level among the naval/marine students
about Meta-cognitive strategies in Seamanship Training. This study will be helpful in
determining the relationship between Meta-cognitive Strategies in Seamanship Training with the
Inculcating values in naval/marine students. The relationship identification will be helpful in
building up the strategies for the improvement of the values among the marine students. This will
be also helpful in the overall goal achievement because it leads to proper planning, mentoring
and evaluation. This research will be helpful in designing the strategies will be helpful in the
planning, monitoring and evaluation phase of the naval or the marine students. They are the
backbone of the security of the country therefore proper value system is needed in such students.
The overall value of the naval or marine students can be increased if the link between the
strategy implementation is found out. Therefore this research will help in overall value building
of the students. This study will also help in finding the relationship between the overall learning
process of the individual and the meta-cognitive strategies.

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