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Full-Text Articles in Education
A Multi-Case Examination Of Training Of Self-Explanation When Combined With Worked Examples, Laura Leveridge Stapleton
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, …
The Effects Of Metacognitive Training On Algebra Students’ Calibration Accuracy, Achievement, And Mathematical Literacy, Deana J. Ford
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 …
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
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
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 …
Can Practice Calibrating By Test Topic Improve Public School Students' Calibration Accuracy And Performance On Tests?, Rose M. Riggs
Can Practice Calibrating By Test Topic Improve Public School Students' Calibration Accuracy And Performance On Tests?, Rose M. Riggs
Teaching & Learning Theses & Dissertations
The effect of a calibration strategy requiring students to predict their scores for each topic on a high stakes test was investigated. The utility of self-efficacy towards predicting achievement and calibration accuracy was also explored. One hundred and ten sixth grade math students enrolled in an urban middle school participated. Students were assigned to either a calibration practice group or a no practice condition. Students in the practice condition completed a self-efficacy scale specific to math at the beginning of the study. They also practiced making predictions for each topic on each of three tests over a three month period …
Teacher Beliefs, Knowledge, And Practice Of Metacognition And Self-Regulated Learning, Robin S. Spruce
Teacher Beliefs, Knowledge, And Practice Of Metacognition And Self-Regulated Learning, Robin S. Spruce
Teaching & Learning Theses & Dissertations
Teacher beliefs and knowledge about metacognition and self-regulated learning (SRL) as well as their knowledge for teaching metacognition and SRL were examined in this mixed-methods study. Questionnaires targeting teacher beliefs about SRL, the Self-Regulated Teacher Beliefs Scale (SRLTBS), and teacher knowledge of metacognition and knowledge for teaching metacognition, Teacher Metacognition Scale (TMS), were distributed to elementary and middle school teachers in two school districts, one urban, the other suburban. A total of 84 teachers responded to the questionnaires, and from those a criterion sample of ten were selected for observation and interview. Results from the questionnaires indicate teachers felt somewhat …
The Effect Of Individual Or Group Guidelines On The Calibration Accuracy Of High School Biology Students, Camilla C. Walck
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 …