Web-Based Training to Improve Undergraduates' Cognitive and Metacognitive Skills: Impact on Performance and Behavior

• In Event: 52.077 - Measuring and Facilitating Self-Regulated Learning

Abstract

Training cognitive and metacognitive strategies is typically a time-intensive face-to-face enterprise. This study examined the fidelity of a web-based intervention that taught cognitive and metacognitive strategies to biology undergraduates. Students’ scores on comprehension items and application activities during training varied. Regression analyses indicated that successful training on cognitive and metacognitive skills explained 44% of variance in exam performance. Behavioral analyses indicate students derived greater value from resource use than untrained students and those who performed poorly during training activities.

Authors

• Megan Cogliano, University of Nevada - Las Vegas

• Matthew L. Bernacki, University of Nevada - Las Vegas