Effect of Prompted Reflection and Metacognitive Skill Instruction on University Freshmen's Use of Metacognition

• Main Author: Erskine, Dana Lynn
• Format: Others
• Published: BYU ScholarsArchive 2010
• Subjects: metacognition; reflection; university freshmen; Educational Psychology
• Online Access: https://scholarsarchive.byu.edu/etd/1984; https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2983&context=etd

Research in metacognition has long demonstrated that applying metacognitive strategies improves students learning and performance. Incoming college and university freshmen are not typically trained in using the metacognitive skills that could enhance their academic performance and their satisfaction with the college experience. This study attempted to assess first-year university students' metacognitive awareness and usage at two levels: (a) After direct and specific metacognitive training, (b) after engaging in weekly metacognitive reflection assignments. Six classes of university freshmen were studied in terms of their use of metacognitive skills and strategies as they progressed through their initial semester. Four of the six classes were trained in metacognitive skills and strategies using the Metacognitive Skill Instruction. Two of these four classes were prompted to specifically reflect on their use of metacognitive skills and strategies. The other classes were not prompted about their use of metacognition. Students' metacognitive performance was assessed at the end of the semester using the Metacognitive Awareness Inventory. Results show there was no initial difference between groups yet a significant difference between posttest and retrospective pretest scores was found for all three groups at the end of the term.