Education Commons^™

Middle School Students' Reported Self-Regulation Strategies In Completing Online Mathematics Homework, Pepper Erlinger

Boise State University Theses and Dissertations

The purpose of this qualitative descriptive case study is to benefit our understanding of the potential of online homework as it relates to developing and supporting students’ self-regulated learning (SRL). This descriptive case study explores the use of self-regulated learning (SRL) strategies reported by students in the context of completing online mathematics homework (OHW). Eighth-grade students (10 total) from a traditional middle school were interviewed using a validated data collection instrument, the Self-Regulated Learning Interview Schedule or SRLIS (Zimmerman & Martinez-Pons, 1986, 1988). Students’ open-ended responses were interpreted using a framework of self-regulation theory and coded using 14 self-regulation strategies …

Metacognition In A Mathematics Classroom, Paige Murta

Honors Projects

The purpose of this action research study is to explore the connections between students’ ability to engage in metacognitive methods, their understanding of mathematical content, and their mathematical performance. By having a group of students engage in a lesson about metacognition and a mathematical modeling problem then comparing their test scores to that of a control group a correlation can be found to analyze the effects of metacognition methods in a mathematics classroom.

A Multi-Case Examination Of Training Of Self-Explanation When Combined With Worked Examples, Laura Leveridge Stapleton

STEMPS Theses & Dissertations

As more students enter higher education unprepared for college level mathematics, amelioration of deficiencies may be a key barrier which, once faced, will increase overall college graduation rates (Attewell, Lavin, Domina, & Levey, 2006). Corequisite courses offer the opportunity for the underprepared learner to take the gateway mathematics course with support (Complete College America, 2012). Upon passing, mathematics and STEM courses will “unlock,” thus allowing the learner to successfully complete their degree requirements. Faculty are challenged to retain the rigor of college-level coursework while supporting learners who possess a wide range of mathematics levels (Daugherty, Gomez, Carew, Mendoza-Graf, & Miller, …

Me, Myself, And I: The Impact Of Metacognitive Strategies On Student Locus Of Control And Critical Thinking Skills, Danielle Kuchler

All Master's Theses

We live in an era when a college degree is essentially required for entry into good-paying careers, and yet achievement of a college degree is unacceptably low. Only 60% of students who enroll go on to graduate from 4-year colleges and universities in 6 years or fewer (National Center for Higher Education 2018). Why is this happening? What are the long-term intellectual and economic implications of ill-prepared students? We must ask ourselves if students are really prepared with the knowledge, skills, and dispositions to be successful in college and whether those attributes are developed while in college. Two of the …

A Mixed Method Study: Assessing Critical Thinking, Metacognition, And Motivation In A Flipped Classroom Instructional Model, Phyllis Brown

Dissertations

Technology has changed pedagogical methods in higher education. Educators are using technology more and integrating more active learning techniques. One pedagogical method, the flipped classroom, is suitable for integrating technology and active learning techniques. The pedagogical efficacy of the flipped classroom has not been determined despite being a potential solution for technology savvy millennial students. This mixed method study assessed critical thinking, metacognition, and motivation in higher education flipped classrooms in the United States. Human Anatomy and Physiology Society (HAPS) members teaching traditional and flipped format science courses were purposefully selected to participate in the study. A sample of 14 …

Daily Metacognitive Questioning Sheets: Implementing Metacognitive Strategies In The Secondary Classroom, Shawna Sue Hill-Robinson

Electronic Theses and Dissertations

This study investigated the possible impact that incorporating daily metacognitive questioning in a mathematics classroom could have on student achievement. The study integrated metacognition into the classroom through the daily use of metacognitive questioning sheets that were answered by students who participated in the research study. The study also explored patterns that emerged from the students’ individual responses on the metacognitive sheets using qualitative coding and analyses. Two classes of heterogeneously grouped high school dual-credit college algebra students were taught the same curriculum by the same teacher and given the same summative assessments during the study. One class received the …

The Effects Of Metacognitive Training On Algebra Students’ Calibration Accuracy, Achievement, And Mathematical Literacy, Deana J. Ford

Teaching & Learning Theses & Dissertations

This dissertation describes an empirical study that investigated how metacognitive training influenced lower achieving Algebra students’ calibration accuracy, achievement, and development of mathematics literacy. Multiple methods were used to collect and analyze the data. Close analysis of students’ work and classroom observations revealed that students that were exposed to the metacognitive training had significantly higher prediction accuracy and made gains in their understanding of the mathematics word problems than did students who did not receive the metacognitive training. Overall, however, both the intervention and comparison groups improved in their academic performance and became more mathematically literate and accurate in their …

Metacognition And The Utility Of Pathway Maps In Introductory Chemistry, Kayla Schwartz

Honors Projects

Students historically struggle in introductory chemistry courses. This experiment was designed to test a hypothesized method to increase student success which utilized metacognition, reflection, and the creation of pathway maps. An introductory chemistry course at BGSU was given two sets of pre-assignments, pathway map assignments, and post-assignments which was related to the topics they were learning in class. The pre-assignments and post-assignments were used to determine if there was a change in understanding before and after the pathway map assignment was completed and the pathway map assignment was based on a question that was given in the pre-assignment. The students …

Using Contrasting Cases To Build Metacognitive Knowledge About The Impact Of Salient Distracting Features In Physics Problems, Thanh K. Le

Electronic Theses and Dissertations

Student reasoning on physics problems is often context dependent. A possible explanation is that salient distracting features (SDFs) in physics problems may cue students’ “spontaneous” reasoning. This cued reasoning is often accepted without question, even though it may be unproductive and may even preclude the use of relevant knowledge. One possible approach to address such reasoning difficulties is to strengthen students’ metacognitive skills, particularly their metacognitive knowledge. While metacognitive knowledge plays an important role in facilitating effective regulation, little is known about how to build student metacognitive knowledge. This dissertation explores the use of contrasting cases (e.g., a …

Understanding College Students’ Exam Process In A General Chemistry Course, Angela Willson

Masters Theses

The main way most college chemistry courses assess what a student has learned is through a summative exam. After introductory science courses, such as general chemistry, many students cite poor teaching and disappointing grades in these courses as a reason for dropping out of STEM programs. There has been a lack of qualitative research on students’ experiences of the complete process of taking an exam from start to finish, or the exam process, which includes preparing for an exam, taking an exam, receiving feedback, and responding to feedback after the exam has been graded.

My goal in this exploratory study …

Reflective Assessment, Feedback And Academic Achievement In High School Mathematics, Nalline S. Baliram

Education Dissertations

The purpose of this study was to determine the effects of metacognitive strategies and content-specific feedback on student achievement in high school mathematics. Participants in the study consisted of a convenience sample of honors geometry students in grades 9 and 10 in a private high school located in Daytona Beach, Florida. Beyond answering the specific research questions raised in the study, an additional aim was to contribute to the growing body of knowledge pertaining to effective ways to use metacognitive instruction and provide effective content-specific feedback to improve student achievement and learning.

A quasi-experimental, nonequivalent control-group design with repeated-measures was …

The Effects Of Metacognitive Writing On Student Achievement In Advanced Placement Calculus, Lindsay M. O'Neal

Education Dissertations

Grounded in metacognitive theory (Flavell, 1976) and historical foundations that reach back as far as the writings of Plato (1973), the last few decades have seen an increase in research regarding the impact of metacognitive practice on student learning, often through the use of reflective writing. Studies have focused on a range of aspects, from how to measure metacognition to the effect metacognitive practice has on the academic achievement of students in a variety of subject areas. Specifically with regard to mathematics, researchers have studied the impact of reflective strategies on primary, secondary, and university level students.

The purpose of …

Effects Of Embedded Study-Skills Instruction On High School Students' Attitudes Toward Mathematics, Alberta Diahann Banks

Walden Dissertations and Doctoral Studies

The target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students' attitudes toward mathematics. Metacognitive theory was used for this study's framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative data from the Attitudes Toward Mathematics Inventory assessed students' pre- and post-instruction attitudes toward mathematics in 4 domains. Data were analyzed using 4 independent samples t tests for students who did and did not receive embedded instruction. Qualitative data were collected …

Self-Regulated Learning (Srl) Microanalysis For Mathematical Problem Solving: A Comparison Of A Srl Event Measure, Questionnaires, And A Teacher Rating Scale, Gregory Lee Callan

Theses and Dissertations

The current dissertation examined the validity of a context-specific assessment tool, called Self-regulated learning (SRL) microanalysis, for measuring self-regulated learning (SRL) during mathematical problem solving. SRL microanalysis is a structured interview that entails assessing respondents' regulatory processes as they engage with a task of interest.

Participants for this dissertation consisted of 83 eighth grade students attending a large urban school district in Midwestern USA. Students were administered the SRL microanalytic interview while completing a set of mathematical word problems to provide a measure of their real-time thoughts and regulatory behaviors. The SRL microanalytic interview targeted the SRL processes of goal-setting, …

The Effect Of Self-Regulated Learning Strategy Training And Question Generation On Metacognitive Awareness And Achievement Among College Students Enrolled In Science Courses, Derrick L. Wilkins

STEMPS Theses & Dissertations

Transitioning from high school students to college students can be a difficult task for students who do not know how to regulate their own study processes. Literature in the areas of metacognition, self-regulated learning (SRL), and question generation suggest a correlation between metacognitive awareness, SRL, and achievement. The present study was guided by efforts to improve college students' achievement by promoting generative learning strategies and metacognitive awareness. Fifty-one undergraduate students enrolled in a general education biology course at a southeastern university participated in this three-week experimental study. The researcher used the Metacognitive Self-Regulation Scale of the Motivated Strategies for Learning …

The Effects Of Self-Regulated Learning On Community College Students' Metacognition And Achievement In Developmental Math Courses, Karen D. Y. Campbell

Educational Foundations & Leadership Theses & Dissertations

The effects of training in self-regulation on metacognition and math achievement were investigated in this study. The moderator effect of gender, age and ethnicity on the relationships between training and the outcomes of metacognition and math achievement were also explored. The participants for this study were 116 community college students enrolled in developmental math courses during the spring semester. Teachers volunteered their classes for the study; there were a total of 16 classes participating in the study over two four-week terms. Classrooms were bifurcated and students were randomly assigned to the treatment and control groups. Participants in the treatment group …

Fifth Grade Children's Use Of Reciprocal Teaching To Solve Word Problems In Mathematics, Mary Helen Collen

Legacy Theses & Dissertations (2009 - 2024)

Reciprocal teaching, a social constructivist instruction method, was explored in this study on the mathematical word problem solving skills of fifth grade students in two elementary schools within a suburban school district in upstate New York. Eighty-five students in four intact classes participated in this mixed methods study.

The Effect Of Individual Or Group Guidelines On The Calibration Accuracy Of High School Biology Students, Camilla C. Walck

Teaching & Learning Theses & Dissertations

The effect of individual or group guidelines on the calibration accuracy of high school biology students was investigated. The study was conducted with 102 International Baccalaureate Middle Years Program biology students in a public school setting. The study was carried out over three testing occasions. Students worked in group or individual settings with and without calibration guidelines. Four intact classes were randomly assigned to one of four conditions: groups calibrating without guidelines; groups calibrating with guidelines; individuals calibrating without guidelines; individuals calibrating with guidelines. The students participated in the calibration activities one block before they actually took each of the …