1. What are your scores on Knowledge of Metacognition and Metacognition Regulation?
Identify the
type of learner you belong.
After answering the Metacognitive Awareness Inventory (MAI) I got a score of 7/8 on Declarative
Knowledge; 4/4 on Procedural Knowledge; 5/5 on Conditional Knowledge; 6/7 on Planning; 8/10 on
Information Management Strategies; 4/7 on Comprehension Monitoring; 5/5 on Debugging Strategies;
6/6 on Evaluation, hereby garnering an overall score of 45 points out of the 52 questions. In line with
that matter, I must conclude that I am both Procedural and Declarative learner with enough
metacognitive awareness and high regard towards metacognitive strategies that enhances my learning
performance.
My strengths are more inclined to Procedural Knowledge (4/4) and Conditional Knowledge (5/5) and
lacking a bit of Declarative Knowledge (7/8). Ultimately, I would also regard myself as a learner that
possesses a vast understanding of cognition throughout my learning processes through acquiring a vast
knowledge about the regulation of cognition with Evaluation (6/6 ) coming in as the highest strength,
next is Debugging on Strategies (5/5), then Planning (6/7), Information Management (8/10 ) and last is
Comprehension Monitoring (4/7).
2. Do you agree with the results of MAI? Why or why not?
I most definitely agree with my results from the MAI for the main reasons that the questions are quite
accurate and relative to my actions and how I usually adapt these to my studying habits and routines.
Additionally, the results that I have received proves how much factual knowledge I retain. Having this
knowledge, enables me to know about how accustomed I am to process or use critical thinking related
to the topics I usually encounter through my education.
Personally, I would say that this MAI serves as a reflection for myself in which I am able to reiterate my
learning process, address the emotions I fee during the experience of learning, and evaluate my
performance comparative to the goals I set before beginning the process of learning. I firmly believe that
through this MAI, most individuals would be able understand how the brain forms memories and how
learning works if you build an enhanced foundation for metacognitive awareness, therefore creating a
healthy habit of acquiring knowledge and education with utter ease.
3. Make a list of your "Top 5 Tips/Secrets for studying" based on your personal
experiences/preferences.
1. Do not think about studying because you need to, but instead think about studying because you want
to learn something new
2. Manage your time and set study schedules for certain subjects
3. Avoid cramming; as much as possible do advance studying
4. Write down your own notes as you study along your lessons
5. Take a break from time to time to refresh your brain; have 10-15 minutes break intervals after
studying 30 minutes or more
4. Does your MAI result consistent with your personal Top 5 Tips/Secrets for studying?
Directly to the point, I would approve that my MAI result is fairly consistent with the tips/secrets for
studying that I have mentioned. Through observations, the Metacognitive Awareness Inventory or MAI
consists of a 52-question assessment to evaluate different aspects of metacognition and knowledge, and
these are identified as: declarative knowledge, procedural knowledge, and conditional knowledge.
Specifically, MAI aims to recognize the planning, goal setting, and allocating of a learner’s resources
prior to learning, hence relevant to tip #2 “Manage your time and set study schedules for certain
subjects” and tip #5 “Take a break from time to time to refresh your brain; have 10-15 minutes break
intervals after studying 30 minutes or more”. It also aims to identify the individual’s skills and strategy
sequences used to process information in an efficient manner (e.g., note-taking, organizing,
summarizing, intermittent studying, etc,.) which is applicable to tip #4 “Write down your own notes as
you study along your lessons”. Another aim is for monitoring the comprehension one’s learning tip #1
“Do not think about studying because you need to, but instead think about studying because you want
to learn something new”. Last aim to remark is to oversee the individual’s evaluation and analysis of the
individual’s personal performance and strategy effectiveness towards his/her learning, like in tip #1 “Do
not think about studying because you need to, but instead think about studying because you want to
learn something new”. As you can tell, these aims that I have enumerated correlate with the tips that I
have just mentioned earlier and at this point I now rest my case.
