Promoting Metacognitive Problem-Solving Among Non-Calculus-Ready First-Year Engineering Students

• In Event: Modeling and Supporting Self-Regulated and Metacognitive Learning

Abstract

Non-calculus ready students experience persistent challenges acclimating to and employing effective strategies in engineering curricula and problem-solving. Grounded in a model of engineering metacognition, we implemented an integrated metacognitive reflection intervention designed to promote first-semester engineering students’ metacognitive monitoring during applied problem-solving. Using a quasi-experimental design (intervention n=36, control n=35), we analyzed students’ end-of-course performance and monitoring accuracy during problem-solving and their end-of-year grades in common mathematics coursework. Using Bayesian analysis of covariance, students completing the intervention demonstrated higher scores on course-based assessments of problem-solving and were more accurate in their metacognitive monitoring. Completion of the intervention was positively associated with end-of-year mathematics achievement. We demonstrate the potential of a course-embedded metacognitive reflection intervention to promote metacognitive engineering skills.

Authors

• D. Jake Follmer, West Virginia University

• Megan Hut, West Virginia University

• Lizzie Y. Santiago, West Virginia University