Metacognitive Awareness in Colombian Engineering Students: A Comparative Analysis
DOI:
https://doi.org/10.15517/ap.v40i140.63745Keywords:
Metacognition, engineering education, cognitive skills, educational assessment, Colombian studentsAbstract
Objetive. This study investigates metacognitive awareness among food engineering and systems engineering students using the Metacognitive Awareness Inventory (MAI) to identify their strengths and areas for improvement. It also compares these results with findings from other academic disciplines reported in previous research. Method. The MAI was administered to 194 engineering students across different specializations. Statistical analysis included mean, standard deviation, and MANOVA to examine differences in metacognitive skills. Results. The results indicate significant variances in metacognitive skills between engineering subfields, and they suggest that engineering students may show different profiles compared to other disciplines such as psychology and education.
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