Metacognitive Awareness: Fostering Cognitive Regulation through Hybrid Problem-Based Learning (HyProBeL) in Higher Education
DOI:
https://doi.org/10.61987/jsse.v4i3.3104Keywords:
Metacognitive Awareness, Hybrid Problem-Based Learning , Higher Education , Self-Regulated LearningAbstract
Metacognitive awareness is essential for university students to plan, monitor, evaluate, and regulate their learning processes. However, conventional problem-based learning (PBL) often provides limited opportunities for students to develop these metacognitive skills systematically across different learning environments. This study aims to evaluate HyProBeL, a five-phase learning model integrating asynchronous digital learning and synchronous face-to-face PBL, in enhancing students’ metacognitive awareness. A quasi-experimental pretest-posttest non-equivalent control group design was employed with 72 undergraduate Educational Management students from two intact classes. Data were collected using an adapted Metacognitive Awareness Inventory and analyzed through ANCOVA and N-gain analysis using SPSS 26.0. The results revealed a significant adjusted post-test difference between the experimental and control groups (F=83.908, p<.001, partial η²=.549). HyProBeL produced higher N-gain scores in Regulation of Cognition (.71, high) and Knowledge of Cognition (.58, moderate) than conventional PBL (.26 and .25, respectively). The findings suggest that effective integration of asynchronous and face-to-face activities should align with metacognitive demands. Higher education instructors are encouraged to design learning environments that emphasize structured planning, monitoring, argumentation, and reflection to promote deeper and sustainable learning outcomes.
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