Abstract

• This study was designed to investigate the impact of problem-based learning on metacognitive skills of Grade-6 students. For this purpose, pretest-posttest design, without control group, was used in this study. The research group of the study was comprised of forty eight Grade-6 students who studied at the Practicing Middle School, Hlegu Education College, Yangon Region, in 2017-2018 Academic Year. Seven learning stages of problem-based learning process were carried out on the experimental group for a period of over 40 hours. Four problems developed from Chapter-5 (Earth and Space) from Grade-6 General Science Textbook were used as an intervention procedure. For quantitative data collection, Metacognitive Skills Inventory (MSI) which consists of 40 items and 2 factors was used. Before any intervention, participants of this study was completed Metacognitive Skills Inventory. Then, the participants worked through developed four problems within seven learning stages of problem-based learning process. After the intervention, students completed the same Metacognitive Skills Inventory for a second time. Two dependent sample t-test was used for pretest and post-test comparisons. Results showed that students performed better in post-test. It has been concluded that the learning stages of problem-based learning process had an impact on the metacognitive skills of Grade-6 students.