Effect of an Integrated Yoga-Based Lifestyle Education Program on Metacognitive Awareness Among Preservice Teachers: A Quasi- Experimental Study
Effect of an Integrated Yoga-Based Lifestyle Education Program on Metacognitive Awareness Among Preservice Teachers: A Quasi- Experimental Study
Ankita Shukla, Geetha C A
Abstract
Metacognitive awareness plays an important role in effective teaching and the professional growth of future teachers.
This study explored whether an eight-week Integrated Yoga-Based Lifestyle Education Program (IYBLEP) could
significantly improve metacognitive awareness, with particular focus on metacognitive knowledge and metacognitive
regulation, among preservice teachers enrolled in B.Ed. programs. programmes in Varanasi, Uttar Pradesh, India. A
quasi-experimental pretest-posttest control group design was employed. A total of 120 preservice teachers (N=120;
Experimental group n=60, Control group n=60) were purposively selected from two recognised B.Ed. colleges in Varanasi. Metacognitive awareness was measured. Data were analysed using descriptive statistics, paired-samples t-
tests, independent-samples t-tests, and Analysis of Covariance (ANCOVA). Post-intervention, the experimental group demonstrated a statistically significant improvement in total metacognitive awareness (MAI: M=189.63, SD=12.41 vs.
M=154.22, SD=14.67; t(118)=14.32, p<.001, d=2.61). ANCOVA confirmed significant between-group differences after
controlling for pretest scores (F(1,117)=198.74, p<.001, η2=.63). The YIMAS results further supported these
improvements across all subscales. These results have important implications for curriculum development in teacher
education and suggest the need to formally include yoga-based mindfulness practices within pedagogical training
programmes.
Keywords: Metacognitive awareness, Yoga-based intervention, Preservice teachers, Experimental research.