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ERIC Number: ED551216
Record Type: Non-Journal
Publication Date: 2012
Pages: 145
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-4611-5
The Effects of Metacognitive Strategies on Academic Achievement, Metacognitive Awareness, and Satisfaction in an Undergraduate Online Education Course
Weaver, Stefanie Owen
ProQuest LLC, Ph.D. Dissertation, University of South Alabama
The purpose of this research study was to explore the effects of metacognitive strategies on academic achievement, metacognitive awareness, and satisfaction in an undergraduate online education course. It was hypothesized that the use of metacognitive strategies would improve the students' academic achievement, metacognitive awareness, and satisfaction. A mixed methods research design, which combined quantitative and qualitative data collection and analysis techniques, was employed in the current study. The study examined 44 students enrolled in two sections of EPY 351- Human Growth and Development at the University of South Alabama during the Spring 2012 semester. The participants were randomly assigned to two groups--an experimental and a control group. The experimental group, or metacognitive strategies group, was introduced to metacognitive strategies. Metacognitive strategies were introduced through a metacognitive strategies presentation, weekly metacognitive strategy prompts, and weekly metacognitive strategy evaluations. Quantitative data were collected using students' total point-value grades on assigned weekly quizzes and a final exam, pretest and posttest scores on the Metacognitive Awareness Inventory, and answers on the Online Course Satisfaction Survey. Statistical analyses were conducted on the quantitative data, which revealed no statistically significant differences in the academic achievement, metacognitive awareness, or satisfaction between the metacognitive strategies and control groups. Qualitative data were also collected using students' weekly metacognitive strategy evaluations and satisfaction survey. These data revealed that using metacognitive strategies may increase the students' metacognitive awareness and satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama