METACOGNITIVE AWARENESS, REFLECTIVE THINKING, PROBLEM SOLVING, AND COMMUNITY OF INQUIRY AS PREDICTORS OF ACADEMIC SELF-EFFICACY IN BLENDED LEARNING: A CORRELATIONAL STUDY

Abstract

Blended learning (BL) has been increasingly implemented in higher education. However, limited research is available to understand the role of metacognitive awareness, reflective thinking, problem solving and community of inquiry as related to students' academic self-efficacy in BL. The purpose of this research is to examine the effect of metacognitive awareness, reflective thinking, problem solving and community of inquiry on students' academic self-efficacy in BL. This correlational study collected data from 217 undergraduate students in an introductory computer course, using five well-established instruments. The research found a strong and positive relationship between self-efficacy and metacognitive awareness, reflective thinking and problem solving skills. There was also a moderate positive relationship between students' academic self -efficacy and community of inquiry. In addition, the predictive models revealed that metacognitive awareness, reflective thinking, problem solving skills and community of inquiry were the predictors of academic self -efficacy as well as its subdimensions, such as learners' engagement, social status and cognitive applications. The article then discusses the practical and research implications of the study and suggests future research directions.