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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
Language: English
Authors: Norhidayah Osman (ORCID 0009-0003-9428-2853), Siti Nur Diyana Mahmud (ORCID 0000-0001-6398-1166), Nurazidawati Mohamad Arsad (ORCID 0000-0001-9351-3064)
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
FullText Text:
  Availability: 0
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  Data: Integrating Metacognition and Structured Problem-Solving in Physics: Effects of the e-GraVT Digital Module on Secondary Physics Students
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  Data: <searchLink fieldCode="AR" term="%22Norhidayah+Osman%22">Norhidayah Osman</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-9428-2853">0009-0003-9428-2853</externalLink>)<br /><searchLink fieldCode="AR" term="%22Siti+Nur+Diyana+Mahmud%22">Siti Nur Diyana Mahmud</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6398-1166">0000-0001-6398-1166</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nurazidawati+Mohamad+Arsad%22">Nurazidawati Mohamad Arsad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9351-3064">0000-0001-9351-3064</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+STEM+Education%22"><i>European Journal of STEM Education</i></searchLink>. 2026 11(1).
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  Data: 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
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  Data: 2468-1954<br />2468-4368
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  Data: 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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      – Text: English
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      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: Educational Technology
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Intervention
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      – SubjectFull: Problem Solving
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      – SubjectFull: STEM Education
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Malaysia
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      – TitleFull: Integrating Metacognition and Structured Problem-Solving in Physics: Effects of the e-GraVT Digital Module on Secondary Physics Students
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