Article: Classroom teaching skills and metacognitive skills and their business applications: a transdisciplinary experimental study Journal: Journal for Global Business Advancement (JGBA) 2025 Vol.17 No.6 pp.757 - 776 Abstract: Metacognition is an emerging area which promises solutions to many educational concerns and its applications all over the world. Prior research shows that having well developed metacognitive skills leads to better learning outcomes in learners. This study investigates the effects of metacognitive training module (MTM) in developing selected teaching skills: a) presentation; b) interaction; c) classroom management; and d) evaluation among student teachers. The current research adopted a mixed method approach wherein the Phase I was quasi-experimental research pre-test -posttest design and Phase II was carried out qualitatively. The study was conducted on a sample of 100 student-teachers at the secondary level and also conducted interviews with entrepreneurs as there is a growing industry-academia linkage and paving the way for start-ups and various other opportunities. The sampling technique used was multistage random sampling. The results of this study emphasise the prospects of the metacognitive approach in the teacher preparatory programs and its varied implications in linking academia to industry to improve the professional skills and life skills. Inderscience Publishers - linking academia, business and industry through research

Title: Classroom teaching skills and metacognitive skills and their business applications: a transdisciplinary experimental study

Authors: Mary George Varghese; Smitha Dev

Addresses: Department of Education and Social Sciences, College of Arts, Education and Social Sciences, Abu Dhabi University, Abu Dhabi, 59911, UAE ' Department of Education and Social Sciences, College of Arts, Education and Social Sciences, Abu Dhabi University, Abu Dhabi, 59911, UAE

Abstract: Metacognition is an emerging area which promises solutions to many educational concerns and its applications all over the world. Prior research shows that having well developed metacognitive skills leads to better learning outcomes in learners. This study investigates the effects of metacognitive training module (MTM) in developing selected teaching skills: a) presentation; b) interaction; c) classroom management; and d) evaluation among student teachers. The current research adopted a mixed method approach wherein the Phase I was quasi-experimental research pre-test -posttest design and Phase II was carried out qualitatively. The study was conducted on a sample of 100 student-teachers at the secondary level and also conducted interviews with entrepreneurs as there is a growing industry-academia linkage and paving the way for start-ups and various other opportunities. The sampling technique used was multistage random sampling. The results of this study emphasise the prospects of the metacognitive approach in the teacher preparatory programs and its varied implications in linking academia to industry to improve the professional skills and life skills.

Keywords: metacognition metacognitive training module; teaching skills; academic achievement; evidence-based instructional practices; pedagogical methods; critical thinking skills.

DOI: 10.1504/JGBA.2025.154103

Journal for Global Business Advancement, 2025 Vol.17 No.6, pp.757 - 776

Received: 31 Mar 2025
Accepted: 27 May 2025
Published online: 12 Jun 2026 *

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Title: Classroom teaching skills and metacognitive skills and their business applications: a transdisciplinary experimental study

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