Development and Validation of Prospective Teachers’ Metacognitive Abilities Questionnaire (PTMAQ)
Author(s) : Azmat Farooq Ahmad Khurram , Mobeen ul Islam & Ahmad Bilal
The main objective of the present study was to develop and validate a tool to measure metacognitive abilities among prospective teachers called Prospective Teachers’ Metacognitive Abilities Questionnaire (PTMAQ) with three sub-dimensions: Cognitive Strategies Use (CSU), Self-Regulation (SR), and Cognitive Self-Consciousness (CSC). The initial draft, comprising of thirty-five (35) items, was pilot tested on 244 prospective teachers enrolled in B. Ed and M.A. Education of a national university of Pakistan. Exploratory factor analysis (EFA) was ensured through SPSS version-24 with factor loading less than 0.5 unloaded items were deleted from the tool. Moreover, Confirmatory factor analysis (CFA) was also ensured to make the model fit, through AMOS software. The results of the test affirmed that the model is a valid and reliable; reduced to fourteen (14) items with α =0.784, out of which four (4) items retained for the Cognitive Strategies Use (CSU) with α =0.615, five (5) items for the Self-Regulation (SR) with α =0.742, and five (5) items retained for the Cognitive Self-Consciousness (CSC) with α =0.747. The results thus provided evidence to use Prospective Teachers’ Metacognitive Abilities Questionnaire (PTMAQ) to identify and measure metacognitive abilities among prospective teachers.
Keywords: Prospective Teachers; Metacognitive Abilities; Cognitive Strategies Use; Self-Regulation; Cognitive Self-Consciousness