Expedition of Fundamental and Meta Cognitive Modules in English Punjab Textbook Board, Pakistan

Amna Fayyaz; Ms. Maeda Shakil Mirza; Dr.  Maimoona Abdulaziz; Dr. Muhammad Shahbaz

Amna Fayyaz Lecturer Department of English Govt. College Women University Sialkot
Ms. Maeda Shakil Mirza Assistant Lecturer, Department of English Govt. College Women University Sialkot
Dr. Maimoona Abdulaziz Assistant Professor, Head, Department of English, National University of Modern Languages, Faisalabad Campus
Dr. Muhammad Shahbaz Associate Professor Department of English Govt. College Women University Sialkot

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.