In particular, these tools are well aligned with the need to promote and develop student meta-cognitive skills through the use of self-reflection activities.
The learning process is also supported by a range of factors, including student meta-cognition, motivation and knowledge development but hindered by a number of potential obstacles.
In the context of the Learning in Open and Traditional Educational Settings (LOTUS) study, which investigated the learning process and competence development of upper secondary students and which provides the basis for this paper, we analysed the effect of student (meta- cognitive learning strategies on their accounting cometa- cognitivepment.
Exploration is an opportunity for student meta-cognition, namely a chance for students to think about what they do and do not understand conceptually about the topic and identify gaps in their understanding.
Aristotle's Sophistical Refutations should be used as practice exercises for younger students (Meta. IV 22 m227).
An increased understanding on the part of accounting faculty of their own and their students' meta programmes offers potential for improving communication with students and designing more effective teaching and feedback strategies.
These strategies are aimed at developing students' meta-cognitive skills.
From this perspective, educational work should focus more on developing students' meta-cognitive capacities.
The Meta-cognitive Awareness Inventory (MAI), which comprises of 52 items was used to assess the students' meta-cognitive strategy in solving Educational Statistics problems.
In addition, results indicated that there is significant positive effects on students meta-cognitive awareness (t [30] = 3.358, p < 0.05) and on students motivation level (t [30] = 2.484, p < 0.05) after undergoing PBL intervention.
In other words, students' meta-cognitive judgments, which are a form of personal factors in self-regulated behaviour, are very strong determinants for preparation.
