METACOGNITION AND COMPETENCIES IN THE ARCHITECTURE CAREER OF A PRIVATE UNIVERSITY IN LIMA-PERU

Abstract

Metacognition in education is of vital importance to be aware of how we learn; which is evidenced in the main subject Workshop, in the Architecture career, due to its complexity and demand that develops unique competencies in students whose ways of learning have been poorly analyzed. The present study sought to verify the relationship between metacognition and its dimensions: planning, self-regulation and evaluation and the achievement of competencies in the subject Workshop IV, in architecture students from a private university in Lima, Peru. The research is quantitative, non-experimental, with a non-causal correlational cross-sectional design. The sample was made up of 59 students, whose metacognitive levels were measured at the beginning of the academic term by using the Schraw & Dennison Metacognitive Awareness Inventory (MAI) adapted in Peru by Córdova and García (CCM). At the end of such period, an evaluation rubric validated by expert judgment was used to measure the achievement of competencies in the subject. It was statistically found that there exists a strong significant relationship between metacognition and the achievement of competences in the indicated subject by obtaining a Spearman correlation of 0.700, verifying the proposed correlation.