A phenomenon-based learning management model integrating a digital learning ecosystem to enhance metacognition for pre-service teachers

Abstract

This research aimed to: 1) investigate the metacognition learning achievement of students taught using a phenomenon-based learning management model integrating a digital learning ecosystem; 2) examine the learning gain and compare pre- and post-metacognition learning achievement of students taught using a phenomenon-based learning management model integrating a digital learning ecosystem to enhance metacognition for pre-service teachers; and 3) explore students' opinions towards the phenomenon-based learning management model integrating a digital learning ecosystem to enhance metacognition for pre-service teachers. The sample group comprised 30 mathematics major students from the Faculty of Education at a public university in Northeastern Thailand, enrolled in the second semester of the 2024 academic year, selected through cluster random sampling. The research instruments included phenomenon-based learning management plans integrating a digital learning ecosystem, a metacognition learning achievement test, and a questionnaire. Data were analyzed using mean, standard deviation, learning gain analysis, and dependent sample t-test. The research findings revealed that: 1) the mean percentage score of metacognition learning achievement after learning through the phenomenon-based learning management model integrating a digital learning ecosystem was 80.25%; 2) the normalized gain of the whole class was at a medium level (<g>=0.64), and the post-test mean score of metacognition learning achievement was significantly higher than the pre-test mean score at the 0.01 level of statistical significance; and 3) students' opinions towards the phenomenon-based learning management model integrating a digital learning ecosystem were at a high agreement level.