Abstract
Amid global efforts to strengthen STEM education, Physics remains challenging due to abstract topics like gravitation. Many secondary students struggle with conceptual understanding, systematic problem-solving and metacognitive regulation. This study examined the impact of the e-GraVT Module, a digitally delivered, metacognitively oriented intervention on students’ metacognitive and physics problem-solving skills. A quasi-experimental design involved 99 Malaysian Form Four students, divided into treatment and control groups. Metacognition was assessed via the Physics Metacognition Inventory, while problem-solving was evaluated using the MAPS rubric. Analyses of Covariance (ANCOVA and MANCOVA) were conducted to control for baseline differences. Findings indicated that the treatment group achieved significantly higher post-test levels of metacognitive knowledge and regulation than the control group, alongside substantially greater overall problem-solving performance. At the indicator level, large effect sizes for Useful Description and Specific Application of Physics suggest strong gains in constructing meaningful problem representations and applying appropriate concepts in context. These results suggest that embedding metacognitive prompts, graphical–verbal scaffolds and structured conceptual procedures within a digital module may foster higher-order thinking, improving problem-solving sophistication and core STEM competencies. This study highlights the potential of technology-enhanced metacognitive instruction in addressing persistent learning difficulties in secondary physics.
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APA 7th edition
In-text citation: (Osman et al., 2026)
Reference: Osman, N., Mahmud, S. N. D., & Mohd Arsad, N. (2026). Integrating metacognition and structured problem‑solving in physics: Effects of the e‑GraVT digital module on secondary physics students.
European Journal of STEM Education, 11(1), Article 6.
https://doi.org/10.20897/ejsteme/17871
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Osman N, Mahmud SND, Mohd Arsad N. Integrating metacognition and structured problem‑solving in physics: Effects of the e‑GraVT digital module on secondary physics students.
European Journal of STEM Education. 2026;11(1), 6.
https://doi.org/10.20897/ejsteme/17871
Chicago
In-text citation: (Osman et al., 2026)
Reference: Osman, Norhidayah, Siti Nur Diyana Mahmud, and Nurazidawati Mohd Arsad. "Integrating metacognition and structured problem‑solving in physics: Effects of the e‑GraVT digital module on secondary physics students".
European Journal of STEM Education 2026 11 no. 1 (2026): 6.
https://doi.org/10.20897/ejsteme/17871
Harvard
In-text citation: (Osman et al., 2026)
Reference: Osman, N., Mahmud, S. N. D., and Mohd Arsad, N. (2026). Integrating metacognition and structured problem‑solving in physics: Effects of the e‑GraVT digital module on secondary physics students.
European Journal of STEM Education, 11(1), 6.
https://doi.org/10.20897/ejsteme/17871
MLA
In-text citation: (Osman et al., 2026)
Reference: Osman, Norhidayah et al. "Integrating metacognition and structured problem‑solving in physics: Effects of the e‑GraVT digital module on secondary physics students".
European Journal of STEM Education, vol. 11, no. 1, 2026, 6.
https://doi.org/10.20897/ejsteme/17871
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Osman N, Mahmud SND, Mohd Arsad N. Integrating metacognition and structured problem‑solving in physics: Effects of the e‑GraVT digital module on secondary physics students. European Journal of STEM Education. 2026;11(1):6.
https://doi.org/10.20897/ejsteme/17871