An Assessment on the Metacognitive Awareness among Teacher Education Students: A Convergent Parallel Study

This study aimed to assess the level of metacognitive awareness among teacher education students and explore their lived experiences using a mixed-methods approach. A convergent parallel design was employed. A total of 284 students were selected through random sampling for the quantitative phase, while 14 participants were purposively chosen for interviews and focus group discussion. Quantitative data from questionnaire and qualitative data from interviews and focus group discussions in the qualitative phase. Data were collected using a validated questionnaire and semi-structured interview guide. Quantitative findings revealed a high of metacognitive awareness, particularly in problem-solving and support reading strategies. were collected and analyzed. Results indicated a high level of metacognitive awareness, particularly in problem-solving and support reading strategies. Qualitative findings highlighted challenges related to time management, and retention of information. The integration of both data set showed convergence, suggesting that students are aware of metacognitive strategies, they face barriers in applying them effectively. The study underscores the need to enhance instructional practices and provide targeted support to foster metacognitive skill development in teacher education programs.