Management and Metacognition: An Insturctional Approach Influencing Students’ Self-Regulated Learning

Abstract

The article was classroom management of secondary schools’ teachers and metacognitive self-regulation and attitudes towards studying among students of South Punjab Pakistan. In the quantitative research, the sampling of 953 teachers in the secondary schools was undertaken on multi-stage stratified random selection. They were Teachers Classroom Management Questionnaire, adapted subscale on metacognitive self-regulation ability and an attitude scale of studies. The TCMF is eight-dimensional and includes seating arrangement, student-teacher relationship, and time management, use of writing board, classroom norms, conductive environment, appropriate instructional techniques and feedback. The findings no longer show any direct impact of classroom management on the metacognitive self-regulation and the attitude towards studying among the students. To some extent, classroom management is welcomed but the quality of teaching and engagement of students and structural constraints help to curtail its success in the attitude towards academic performance and self-control. The research also confirmed that in addition to classroom management training, and metacognitive plans, the formative feedback and positive school climate, it also improved the performance of the students. The future policy, teacher training and study must be based on the longitudinal, mixed-method research aimed at studying the classroom performance and improvement of the students.