Impact of Metacognitive Awareness Prompting on Students’ Learning Performance. A Pilot Study in a Genetics Undergraduate Course

• In Event: D&D - Self-Regulated Learning and Metacognitive Awareness

Short Description

The objective of this pilot study was to understand to what degree making students aware of their metacognitive strategies impacts their metacognitive and academic performance. A quasi-experimental design, with a control and an intervention group, was used for this study. Scores from a metacognitive awareness survey were provided to the intervention group during a classroom activity. Our findings indicated the potential of this strategy in increasing students’ overall performance, enabling them to transform own learning.

Authors

• Contributor: Dan Cernusca, North Dakota State University

• Contributor: Rebekah Oliver, North Dakota State University