The effects of socio-metacognitive sense-making on students' physics academic mindsets
This study examined the effects of the Socio-Metacognitive Sense-Making Teaching Approach (SM2TA), which used metacognitive discussions, prompts, and reflections for sense-making in Physics, on the academic mindsets of students using a two-group pretest-posttest quasi-experimental design. The study participants were 62 Grade 10 pupils. The four dimensions of Academic Mindsets (Sense of Belonging, Individual Mindset, Self-Efficacy and Task Relevance) were investigated in this study. Findings of the study revealed that students exposed to SM2TA significantly enhanced students' overall academic mindsets in Physics, (t=2.28,p=0.013) with a moderate effect size (d=0.58). Further, students exposed to SM2TA significantly outperformed those exposed to Non-SM2TA on the sense of belonging (t=1.73, p=0.044), individual mindset (t=1.82, p=0.037) and self-efficacy (t=1.71, p=0.047) but the two groups had comparable performance in tasks relevance. Findings indicate that SM2TA has essential implications in instructional practices specifically in enhancing students' Physics academic mindsets. It is recommended that the SM2TA be used for classroom instruction and curriculum development to improve academic mindsets and examine its effects on other 21st century skills.