Applying Metacognition Techniques in Improving Communication-based Module Learning Outcomes

Purpose: Applying metacognition techniques in improving communication-based module learning for sports management students.

Key Problem: Students major in Sports management feedback assessments with a strong demand of English writing is difficult for a sports media and communication-based module. Hypotheses: Using metacognition through forward reaching transfer technique (Salomon & Perkins, 1989) can improve student’s declarative knowledge, procedural knowledge and conditional knowledge.

Methodology: The component of the assignment requiring high English demand is revised through blended learning and selfreflective techniques. The assignment is separated into 3 phases. The first phase, students wrote 20 questions and answers for a national sports team for players to answer when they face the sports reporters. Feedbacks were given to the students on the questions. Phase two requires the students to role play in rotating roles of sports team member and reporters. In the third phase, the players from the national sports team joined the class and a simulated press mock conference was held where students use the same questions where answers were given to the national sports team players. The last phase involves the students writing a self-reflection report on their learning experience of the exercise.

This research will analyze sports management students' self-reflection learning reports (n=49) . Using content analysis methodology, NVivo will be used to analyze the students’ reports to establish validity and reliability of the results.

Findings: From a review of all the reflective reports, preliminary findings provided face validity that all the students had achieved declarative knowledge.

Quote from Sports Management student A: “we had learned more about the technique of public relations, such as questioning and answering tactics.”

Evidence to support a portion of students had achieved procedural knowledge.

Quote from Sports Management student B: “As for the setting of the room, all media should keep an unimpeded view of the reporters, all of the reporters should be able to see the presenter. The cameras should place at the back
of the venue or two sides of the room that gives them a clear look at the players and coaches….”

Evidence to support a portion of students had achieved conditional knowledge.

Quote from Sports Management student C: “This experience really changed my perspective on viewing the job of the players, coaches and the reporters. I had some prejudice against them before, I thought their job was not very difficult if they can complete their role on the field. It made me think that they do a lot more than what we see on TV…. I respect more on their job now as I am aware of what it needs to become like one of them through this experience.”

It is expected to develop and contribute empirical evidence in providing a robust methodology to support the use of metacognition in improving students from non-major subjects to enhance their learning ability.

Implications: Results from this research can help to provide a sound methodology and recommended practices for educators who needs to improve the confidence of students who has an initial inferiority towards a subject. Industry partners can also benefit from students’ simulation for media training in a real-life setting.