A Digital Pedagogical Model for Developing Metacognitive Skills Based on International Assessment Programs in Primary Education

Abstract

This study investigates the facilitation of metacognition in terms of structured digital learning environments that are designed to address international assessment purposes in primary school students. With regard to contemporary education, researchers are focusing extensively on students' self-regulation in learning tasks such as reading comprehension and problem solving which make up the major components of large-scale assessments like Programme for International Student Assessment (PISA) and Progress in International Reading Literacy Study (PIRLS). Design: A quasi-experimental research with primary school students from 9–10 years old (n=110). The participants were placed into experimental and control groups. The experimental group performed digitally supported pedagogic activities promoting reflection, self-questioning and learning progress monitoring over a 10-week period while the control group were taught using conventional teaching methods. In this domain, the digital environment offered an adaptive sequence of tasks and feedback on student performance, giving learners control over strategy adjustments during learning. Methods Data were gathered using pre- and post-measures of metacognitive awareness, reading literacy tasks, system-generated learning analytics, and qualitative classroom observations. The results of statistical analysis indicated that the experimental group was more successful than control group in each of the metacognitive regulation and academic performance (p < 0.05). We found, for example, that students showed improvements in planning for how they would approach learning, identifying comprehension challenges and assessing their performance on tasks. This study indicates that digitally scaffolded learning environments, when designed according to cognitive demands of international assessments, can make a significant contribution to developing metacognitive competencies at the primary level. This research underscores the need for reflective practices in digital classrooms to provide more opportunities for the students to be independent and also improve their cognitive flexibility.