Exploring Metacognitive Comprehension Strategies Used in a College Math Placement Exam

• In Event: Literacy Assessment

Abstract

In this paper, the researchers present the results of their study, which analyzed students’ use of metacognitive comprehension monitoring strategies on a college math placement exam. This study complements the authors’ prior findings by examining participants’ usage of specific metacognitive strategies and the relationship between strategy usage and math assessment results. Using a content analysis of student narrative responses, the researchers report on students’ identified metacognitive strategies and the relationship between specific metacognitive strategy usage and math placement scores and placement out of mathematics remediation. Students who used specific strategies scored higher on the placement exam, and the results indicated that students who used specific strategies did not place into college mathematics remediation.

Authors

• Dianna Kay Sand, Holy Family University; Montgomery County Community College

• Diane Cardenas Elliott, Kutztown University of Pennsylvania

• Elizabeth A. Jones, Holy Family University