METACOGNITION TO STUDY BETTER, WHY NOT

International Journal of Advanced Research in Science, Communication and Technology, 2020

In modern times, children face various difficulties in their lives. Some children whatever problem they may face cope up with the situation while some give up under stress. Those who control their thought process work in an organized manner. Metacognition is the ability of controlling one's thought. Their metacognitive thinking guides them to introspect upon their study strategies and keep themselves focused upon their goal. It encourages them to be deeply aware of their own learning process which is reflected in their scholastic performance. Today it is essential for students to be aware of their strengths and weakness to better their performance. It becomes essential to think about one's own thinking and act accordingly. Students can take charge of their learning by chalking out strategies, managing time and effort towards an excellent scholastic performance. A well-planned input with thoughtful processing will always result in a productive output. The objective of the stu...

rgrege

2011

The question of how students manage and allocate their study time is a complex problem, consisting of decisions regarding switching between material, stopping studying, deciding what to prioritize, how long to study given material, and what learning goals to set. The first project detailed investigates switching decisions, investigating how students choose to switch between lists. Several experiments investigate the effects of self-efficacy on metacognitive judgments and study behaviors such as study time, study strategies, and goal setting and achievement. The third project investigates metacognitive framing, a factor that may influence metacognitive judgments, and potentially, study behaviors. The last project examines the influence of different kinds of study scenarios on metacognitive judgments, specifically, repeated testing, spaced restudy, and massed study. Together, these lines of work show evidence of how metacognitive judgments are influenced, how students choose to switch between materials, and how students enact study strategies to achieve learning goals. most difficult (low JOL) items for restudy; evidence suggested that people chose to study the most difficult items (with the largest discrepancies between the current state of learning and the goal), and spent more time on them. This model is referred to as discrepancy reduction because it is assumed that people work to reduce discrepancies between the current state and the goal state ). These results have been replicated many times

This study examines factors affecting college students' metacognition about their academic performance, defined by end-of-semester predictions of their final grades. Two factors examined are participation in cooperative learning and academic achievement. Voluntary out-of-class cooperative learning groups were offered throughout the semester to help students improve their content mastery and intellect. Group leaders were trained to enhance students' content-specific, writing skills and their self-evaluations of content mastery in preparation for tests. Participation in cooperative learning was expected to enhance metacognition and thereby improve self-evaluations. Results did not support this expectation. Noncooperative learning students made more accurate predictions than cooperative learning students. There was a very low level of participation in cooperative learning. Only 30% of the class participated, and they averaged only one session per person. Achievement was also expected to be related to metacognition. Results did support this expectation. High achieving students made more accurate predictions than low achieving students. The group, objective, metacognitive assessment procedure used in this study appears to add to the evolving set of these efficient methods of conducting large-scale research on metacognition. Both the predicted grade (r = .49, p<.005) and the prediction accuracy measure (r = -.65, p<.001) correlated significantly with final grade. The study was not implemented as designed because the course was too easy to motivate students to participate in voluntary, out-of-class cooperative learning groups this particular semester. Consequently there was little opportunity to enhance students metacognition. Future research is needed to study relationships between cooperative learning and metacognition. Future research should examine how students self-evaluate their performance and make predictions (accurate and inaccurate) about their final grades, and other aspects of academic performance.

Education Sciences, 2023

This investigation used cross-sectional survey research methods in a high-enrollment undergraduate history course, setting out to examine test performance and metacognitive strategies that subjects self-selected prior to class, during class, and during the exam. This study examined the differences in exam scores between one group of students who self-reported completing specific metacognitive strategies and one group of students who self-reported not completing them. An online survey instrument was used to collect data from 121 students about the frequency of occurrence of specific behaviors. Frequencies and an Independent Samples T-Test were used to analyze metacognitive strategies and exam performance. The results showed the following strategies were statistically significant at the 0.05 alpha level: (1) read or listened to assigned readings and audio files before they were discussed during class; (2) frequently took part in small group discussion at the table during the class session; (3) created outlines for each of the potential essay questions to prepare for the examination; and (4) made an outline of the essay question before beginning to write while taking the exam. Limitations of the study, implications of the results, and recommendations for future research are provided. With the challenges of supporting students to earn higher grades and persist toward graduation, faculty members need to join the rest of the campus to be active agents in supporting students through simple learning strategies and effective student behaviors embedded into their courses. This may require extra time and effort to engage in professional development to learn how to embed practice with metacognitive strategies during class sessions.

2018 ASEE Annual Conference & Exposition Proceedings

has been an educator for over 20 years. She started as a teacher, became an administrator and has been a research faculty member at NMSU for six years. She has been a PI and Co-PI of multiple NSF grants focused on STEM Education.

2016

In French universities, only one out of two students is successful in his/her first year. The drastic changes in the organization of work and the greater emphasis put on self-regulated learning (relying on metacognition) can explain these low success rates largely. In this regard, techniques have been developed to help students improve monitoring their learning activities. Our goal is to test a general and adjustable intervention on metacognition that could be used with ease by any teacher in any course. In order to achieve this, we adapted and simplified a method tested in previous research. We hypothesized that students benefiting from this intervention (over the entire semester or starting only halfway through) would get better grades than students in standard teaching conditions. The results of this study showed such positive effects on students’ performance. Hence, this approach would benefit undergraduates if generalized, especially when the time frame and content of courses are somewhat rigid and nonnegotiable. Moreover, it is easy to implement in university classes for any course. Yet, this work does not rule out any other intervention, and could be complemented by techniques focused on more global aspects of metacognition.

Journal of Experimental Psychology: Learning, Memory, and Cognition, 2000

The issue of how people use their metacognitive judgments about what they know and how well they know it to take control over their own learning is of primary concern in this article. The fact that in many situations people have relatively accurate metacognitions is well documented (Brown

12th International Conference of J. Selye University. Section of Pedagogy and Informatics , 2020

This article aims at reviewing the related literature of metacognition toward the learning performance of students, as well as the models and concepts which scholars commonly choose for the project of a thesis or the journal article for publication. The focusing points in terms of metacognition of the learners are planning, monitoring, and self-regulated learning. The aims of this study is a) to review the concepts and model of metacognition; b) to find out whether metacognition can develop learners' performance in their learning or not; c) to seek for how is the metacognition can support on problemsolving and critical thinking of the learners; and d) to ascertain on the relationship of the mindfulness and metacognition. In the point of view emphasis in three aspects such as metacognitive knowledge, metacognitive monitoring, and metacognitive control. Moreover, to review how metacognition develops the self-regulated learning of the learners, and there is self-reflection plays a significant role between self-regulated learning and metacognition. Additionally, the review of metacognition in the teacher has been focused on in terms of teacher professionals. In any of the reviewing of the research, a good result in the academic achievement of the students has found after instruction on metacognition.