Integrating Metacognition and Structured Problem-Solving in Physics: Effects of the e-GraVT Digital Module on Secondary Physics Students
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| Title: | Integrating Metacognition and Structured Problem-Solving in Physics: Effects of the e-GraVT Digital Module on Secondary Physics Students |
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| Language: | English |
| Authors: | Norhidayah Osman (ORCID |
| Source: | European Journal of STEM Education. 2026 11(1). |
| Availability: | Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Physics, Secondary School Students, Science Instruction, Educational Technology, Technology Uses in Education, Electronic Learning, Metacognition, Intervention, Problem Solving, STEM Education, Cognitive Processes, Difficulty Level, Foreign Countries |
| Geographic Terms: | Malaysia |
| ISSN: | 2468-1954 2468-4368 |
| Abstract: | Amid global efforts to strengthen STEM education, Physics remains challenging due to abstract topics like gravitation. Many secondary students struggle with conceptual understanding, systematic problem-solving and metacognitive regulation. This study examined the impact of the e-GraVT Module, a digitally delivered, metacognitively oriented intervention on students' metacognitive and physics problem-solving skills. A quasi-experimental design involved 99 Malaysian Form Four students, divided into treatment and control groups. Metacognition was assessed via the Physics Metacognition Inventory, while problem-solving was evaluated using the MAPS rubric. Analyses of Covariance (ANCOVA and MANCOVA) were conducted to control for baseline differences. Findings indicated that the treatment group achieved significantly higher post-test levels of metacognitive knowledge and regulation than the control group, alongside substantially greater overall problem-solving performance. At the indicator level, large effect sizes for Useful Description and Specific Application of Physics suggest strong gains in constructing meaningful problem representations and applying appropriate concepts in context. These results suggest that embedding metacognitive prompts, graphical-verbal scaffolds, and structured conceptual procedures within a digital module may foster higher-order thinking, improving problem-solving sophistication and core STEM competencies. This study highlights the potential of technology-enhanced metacognitive instruction in addressing persistent learning difficulties in secondary physics. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497264 |
| Database: | ERIC |
| Abstract: | Amid global efforts to strengthen STEM education, Physics remains challenging due to abstract topics like gravitation. Many secondary students struggle with conceptual understanding, systematic problem-solving and metacognitive regulation. This study examined the impact of the e-GraVT Module, a digitally delivered, metacognitively oriented intervention on students' metacognitive and physics problem-solving skills. A quasi-experimental design involved 99 Malaysian Form Four students, divided into treatment and control groups. Metacognition was assessed via the Physics Metacognition Inventory, while problem-solving was evaluated using the MAPS rubric. Analyses of Covariance (ANCOVA and MANCOVA) were conducted to control for baseline differences. Findings indicated that the treatment group achieved significantly higher post-test levels of metacognitive knowledge and regulation than the control group, alongside substantially greater overall problem-solving performance. At the indicator level, large effect sizes for Useful Description and Specific Application of Physics suggest strong gains in constructing meaningful problem representations and applying appropriate concepts in context. These results suggest that embedding metacognitive prompts, graphical-verbal scaffolds, and structured conceptual procedures within a digital module may foster higher-order thinking, improving problem-solving sophistication and core STEM competencies. This study highlights the potential of technology-enhanced metacognitive instruction in addressing persistent learning difficulties in secondary physics. |
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| ISSN: | 2468-1954 2468-4368 |
