Metacognitive Awareness of 21st Century Teachers and its Effectiveness of Critical Thinking at University Level

Abstract

This study intended to investigate the correlation between 21^st century teachers, their metacognitive awareness and its effectiveness in promoting students’ critical thinking at university level. This study followed correlational study. The sample size of 531 was extracted through Raosoft sample size calculator using proportional sample techniques constituted 190 teachers( male and female) and 341 students( male and female). Modified form of Schraw and Dennis (1994) metacognitive awareness inventory was developed for data collection. Validity and reliability for the teachers and students were found .953 and .858 respectively through pilot testing. The results showed that most of the teachers at University level were having the knowledge of metacognitive awareness and they were practicing it for promoting the critical thinking skills of their students, These results have shown that, teachers’ metacognitive awareness about declarative, procedural, conditional knowledge, planning and management skills and evaluation skill have a positive association with the development of students higher order thinking competencies including: social abilities and management skills, appraisal and reasoning abilities, exploratory and self-acting abilities and the transformation of students critical thinking skills.