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ERIC Number: ED436146
Record Type: Non-Journal
Publication Date: 1999-Feb
Pages: 18
Abstractor: N/A
Reference Count: N/A
The Effects of Metacognitive Training on Performance and Use of Metacognitive Skills in Self-Directed Learning Situations.
Kincannon, Joyce; Gleber, Conrad; Kim, Jaehyun
This research examined the effects of teaching metacognitive strategies on performance in a self-directed learning situation. All participants, 60 university students enrolled in a beginning photography course for non-art majors, were subject to the same conditions. The treatment was embedded instruction and practice in reflection, planning, and evaluation. Metacognitive awareness was measured prior to and after the treatment. The use of metacognitive strategies was measured by a self-reflection survey, following the first and last assignment. These assignments were identical and provided for the assessment of performance. Results indicated that the treatment had a positive effect on learning. The change in metacognitive awareness led the researchers to conclude that instructional strategies that teach students to practice metacognitive skills while learning course content improves the use and awareness of these skills, as well as performance. The Metacognition Awareness Inventory, the student self-report survey for assignment 1, the heuristic used to measure students' change in performance, and tables summarizing results are appended. (Author/MES)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A