Expedition of Fundamental and Meta Cognitive Modules in English Punjab Textbook Board, Pakistan
Abstract
The present study aims to examine the modules (exercises and activities) within compulsory English textbooks (grades 6-10) in order to elucidate the balance between fundamental cognitive (lower-order thinking skills) and metacognitive abilities (higher-order thinking skills). The objective of this study is to explore the balance between fundamental cognitive abilities and higher-order critical thinking skills-based modules. Compulsory English textbooks were selected as the focus of evaluation to assess the levels of criticality, with the modules within these textbooks (grades 6-10) serving as a representative sample for examining the aforementioned balance between fundamental cognitive and metacognitive abilities. To present the findings in a quantitative manner, a data analysis approach was employed, yielding numeric results. The research design adopted for this study was expository, which facilitated the analysis of the modules within compulsory English textbooks (grades 6-10). The Critical Thinking Evaluation Model was utilized to highlight the modules that focused on fundamental cognitive and metacognitive abilities. The overall results demonstrate that compulsory English textbooks (grades 6-10) do not equally enhance learning in accordance with both fundamental cognitive and metacognitive abilities. There is a greater emphasis on modules that target fundamental cognitive abilities compared to those that foster metacognitive skills. This study holds significant importance for the development of the education system as a whole, benefiting curriculum designers, syllabus designers, examination paper setters, lesson planners, and individuals involved in crafting course outlines for specific subjects. Its findings contribute to maintaining a balanced approach to learning that encompasses both fundamental cognitive and metacognitive abilities. The findings indicate that there is a need for further training among syllabus designers to effectively manage the balance between fundamental cognitive abilities and modules that promote metacognitive abilities in compulsory English textbooks.
Keywords: Critical Thinking Evaluation Model (CTEM), English Textbooks, Modules, Fundamental Cognitive Abilities, Metacognitive Abilities.