Metacognition-Driven Approach to Enhance Computer Programming Skills: A Multi-Criteria Decision Making Analysis

Abstract

Computer program writing is thought to be a challenging skill to master by both experts and students. A key component of developing into a successful student [1] of computer programming is metacognition. Instructive brain science defines metacognition  as the monitoring and management of one's cognitive processes. 1145 engineering students were assessed using the personality questionnaires, Brain Dominance, Multiple Intelligences, Learning Style, and Metacognition tests. The two key elements of this study from Multiple Criteria Decision Making (MCDM) methods are the AHP and TOPSIS algorithms, which produce optimal decisions based on priorities. The multiple criteria decision-making process is compatible with both min and max functions. The study's psychology dataset includes four attributes for thinking style, eight for multiple intelligences, five for the personality scale, four for learning style, and eight for the metacognitive awareness inventory. The max function is also used for the learning style and the four attributes for the personality scale. The MCDM's outcome ranking order can be applied to the adoption of instructional strategies, individualized and customized learning directions, activity oriented learning, multiple assessments and attainments, student tracking strategies and techniques, and learning through adaptive tutoring systems. Additionally, it recommends combining a TPACK framework model with metacognition to help learners achieve their goals by navigating the talent, intelligent, and technological spaces while maintaining a high level of self-awareness.