Supplemental Information:

n/a

Assessment Type:

30-item closed-ended questions

Scale:

5-point Likert scale (1 = never or almost never; 2 = sometimes; 3 = about half the time; 4 = frequently; 5 = always or almost always)

Publication Date:

Dec 02, 2010

Respondent:

465 students of forms two to seven (13-18 years of age)

Domain(s) Evaluated:

Attitude / Behavior

Sample items:

1) I seek to connect what I learn from out-of-class science activities (e.g. field trips or science museum visits) with what happens in the science class.
2) I adjust my level of concentration to suit different science subjects.

Reliability:

Correlation coefficient among the subscales ranged between .29 to .58.

Validity:

An Item Factor Analysis on five constructs were calculated. a) Constructive connectivity- .84, b) Monitoring-.84, c) Science learning self-efficacy-.85, d) Learning risk awareness-.77, e) Control of concentration-.68.

Frequency:

Rarely

Administration time:

15 minutes

Requires a Computer:

No

Requires Internet Access:

No

Primary reference:

Thomas, G. P., Anderson, D., & Nashon, S. (2008). Development of an instrument designed to investigate elements of students' metacognition, self-efficacy and learning processes: The SEMLI-S. International Journal of Science Education, 30(13), 1701-1724.

Comments:

Ajaja, O. P., & Agboro-Eravwoke, U. O. (2017). Collection and Analysis of Students' Metacognitive Orientations for Science Learning: A Survey of Science Classrooms in Delta State, Nigeria. Electronic Journal of Science Education, 21(8), 1-20.

The tool is also available in Chinese.

Other Reference:
Thomas, G. P. (2013). Changing the metacognitive orientation of a classroom environment to stimulate metacognitive reflection regarding the nature of physics learning. International Journal of Science Education, 35(7) 1183-1207.

The study made use of SEMLI-S, however it does not report or analyze validity or reliability of the measure.

STEM Criteria

Science

Yes

Technology

No

Engineering

No

Math

No

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