The Influence of Metacognitive Awareness Skills and Attention Deficit/Hyperactivity Disorder (ADHD) on Students' Achievement

4 Pages Posted: 7 Feb 2020

Date Written: September 12, 2019

Abstract

The aim of the study was to investigate the influence of metacognitive awareness skills and Attention Deficit/Hyperactivity Disorder (ADHD) on the general foundation students at their final level at GFP. Forty-nine low achievers participated in the study: 29 males and 20 females. The participants were asked to take the Metacognitive Awareness Inventory (MAI) survey (Schraw, G. & Dennison, R.S, 1994) and ADHD signs or symptoms checklist (National Center on Birth Defects and Developmental Disabilities). MAI survey is divided into two sections: Knowledge about cognition which is about one's own cognitive processes and the understanding of how to regulate those processes to maximize learning, and regulation of cognition which is the regulation of cognition and learning experiences through a set of activities that help control one's own learning. AHDH survey is divided into two sections: Inattention and Hyperactivity /Impulsivity. The study tools used were translated into Arabic and piloted to check the content understanding in Arabic. The results of the study showed that the low achievers used on average 70% Knowledge about cognition skills and regulation of cognition skills. It also yielded that most low-achievers were having inattention signs, but few were hyperactive, as per The American Psychiatric Association's Diagnostic and Statistical Manual, Fifth edition (DSM-5). The study recommends involving the low-achievers in training activities to raise their metacognition and to decrease their learning attention spans.

Keywords: ADHD, Academic Achievement, Higher Education, Metacognition

Suggested Citation

Al Hamdani, Dawood, The Influence of Metacognitive Awareness Skills and Attention Deficit/Hyperactivity Disorder (ADHD) on Students' Achievement (September 12, 2019). Sohar University Proceedings of 5th Teaching & Learning Conference, Available at SSRN: https://ssrn.com/abstract=3532185 or http://dx.doi.org/10.2139/ssrn.3532185

Dawood Al Hamdani (Contact Author)

Sohar University ( email )

P.O Box 44
Al Jameah Street
Sohar, Al Batinah 311
Oman

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