The development of student metacognition and self-regulated learning in the classroom by monitoring learning strategies and response-certitude on assessments.

摘要

This study investigated the development of student metacognition and self-regulated learning through the use of self-monitoring study schedules, with analysis of response certitude (RC) on test items as related to student selection of learning strategies. During the course of one school year, high school students (n = 80) in an elective life science course, Anatomy & Physiology for Health Careers, employed self-monitoring schedules of 15 different learning strategies on a weekly basis through the course of seven class units to determine the effectiveness of regular monitoring of study strategies on test scores. Students in the experimental group then compared response certitude ratings on test items to selection of learning strategies during each unit to determine the effectiveness of those strategies that they elected to use. Comparisons were made on student selection of strategy types (personal/cognitive, behavioral, or environmental) between the control and experimental groups throughout the year. Statistical analyses were conducted on the effect of self-monitoring as well as accuracy of response certitude on test items to test scores using four independent-samples t-tests and five Analysis of Covariance tests. Results indicated that students in the control group used a greater variety of strategies, but achieved lower means of test scores than the experimental group; indicating that the experimental group was more selective with strategy types and more effective in those methods applied. Statistical analyses revealed a significant increase in test scores in relation to RC accuracy, but did not establish significance in the application of self-monitoring schedules. There was no significant support for the hypotheses addressing self-monitoring schedules to student selection of types of strategies. In addition, there was no statistical significance in student RC ratings to student selection of specific types of learning strategies.