Investigating the Impact on Secondary Science Student Success of Using the Metacognition Technique of Monitoring

• In Event: AERA Research in Progress Roundtable Session Three
  In Invited Roundtable: Research-in-Progress RT063 (Friday)

Abstract

Students' underestimation of their knowledge affects learning and performance in science classrooms. This study investigates secondary students' use of metacognitive strategies in a real classroom context, focusing on monitoring strategies during exam preparation and test-taking. A single-case design will provide in-depth, contextually rich quantitative data that reflect individual differences and patterns of impact. Data collection will take place in the fall 2025 semester, and metacognitive interventions will include guided reflections and score estimations. Anticipated results of these interventions will enhance test performance and provide valuable insights for teachers and researchers aiming to improve metacognitive monitoring and promote more effective learning in secondary science classrooms.

Author

• Tracy Rendleman, University of Findlay