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Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/578508
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dc.contributor.authorYusof Y (UTHM)
dc.contributor.authorRoddin R (UTHM)
dc.contributor.authorAwang H (UTHM)
dc.contributor.authorIbrahim Mukhtar M (UTHM)
dc.date.accessioned2023-11-06T03:02:51Z-
dc.date.available2023-11-06T03:02:51Z-
dc.date.issued2017-04
dc.identifier.issn0128-7702
dc.identifier.otherukmvital:115982
dc.identifier.urihttps://ptsldigital.ukm.my/jspui/handle/123456789/578508-
dc.descriptionThis study focusses on generic competencies that have been considered to be lacking in graduates of Malaysian polytechnics, a crucial type of institution in High Technical and Vocational Education (TVE). Four competencies are highlighted in this study that are considered important in the workplace. They are problem solving, critical thinking, communication skills and team building. This study is aimed at establishing an alternative pedagogical strategy in teaching engineering subjects in polytechnics. As such, metacognitive strategies are proposed in order to consider whether this would enhance students’ generic competencies. The study sample consisted of 92 first semester students studying Civil Engineering courses in three polytechnics. The study was constructed utilising both qualitative and quantitative approaches in order to obtain a comprehensive data set. The methods included a survey with two sets of questionnaire and student diaries. Findings from this study showed that after introducing metacognitive strategies, students’ ability to master relevant competencies appeared to improve, seen in their active involvement in the learning process. The best contribution of the metacognitive strategies used was in terms of the development of communication and team-building skills. In contrast, problem-solving and critical-thinking skills showed a lower ranking than communication and team-building skills. This could indicate that the application of metacognitive strategies in engineering subjects needs further development. Above all, the study showed that metacognitive strategies helped students to think critically, solve complex problems, write and speak effectively, have respect for others, be able to adapt to change and be ready to engage in life-long learning.
dc.language.isoen
dc.publisherUniversiti Putra Malaysia Press
dc.relation.haspartPertanika Journals
dc.relation.urihttp://www.pertanika.upm.edu.my/regular_issues.php?jtype=3&journal=JSSH-25-S-4
dc.rightsUKM
dc.subjectGeneric competencies
dc.subjectMetacognitive strategies
dc.subjectPedagogical strategies
dc.titleMetacognitive strategies in promoting the development of generic competences in high tve in Malaysia
dc.typeJournal Article
dc.format.volume25
dc.format.pages247-256
dc.format.issueSpecial Issue
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