Влияние технологии «перевернутый класс» на метакогнитивную осведомленность студентов: корреляционный анализ

Введение. Исследование метакогнитивных процессов в образовании в целом и активное использование технологии «перевернутый класс» в образовательном процессе в частности в последнее время привлекают все большее внимание исследователей. Цель – исследование взаимосвязи между вкладом технологии «перевернутый класс» в развитие образовательного процесса и ее влиянием на состояние метакогнитивной осведомленности студентов. Методология и методы исследования. В исследовании широко использовались количественные, неэкспериментальные и корреляционные методы для анализа влияния технологии «перевернутый класс» на состояние метакогнитивных навыков студентов, в том числе опросник Metacognitive Awareness Inventory (MAI) в качестве основного инструмента оценки. В качестве переменных были приняты уровень школьного образования учащихся и их академические результаты. Выборка состояла из 212 учеников 3 старших школ академического региона Сеттат г. Касабланка. Данные, полученные с помощью опросника MAI, были проанализированы с помощью программного обеспечения IBM SPSS 23. Результаты исследования подтверждают значительную корреляцию между результатами использования технологии «перевернутый класс» и достижением более высоких уровней метакогнитивной осведомленности учащихся, особенно в областях, связанных с саморегуляцией и методами решения проблем. В ходе исследования было установлено, что применение технологии «перевернутый класс» может существенно повысить способность студентов управлять процессами собственного обучения, что подчеркивает важность влияния интеграции метакогнитивных стратегий на развитие методов преподавания для достижения заявленных образовательных результатов. Научная новизна. Данное исследование вносит определенный вклад в дискуссию о путях влияния технологии «перевернутый класс» на процессы метапознания с целью предоставления студентам возможностей применения лучших подходов к обучению. Практическая значимость. Настоящее исследование дает отличные результаты для школьных педагогов, исследователей и лиц, принимающих решения, в поиске новых путей для повышения образовательных результатов учащихся.

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