Examining the Effects of Different Teaching Strategies on Metacognition and Academic Performance

Authors

• Jody L. Langdon, Georgia Southern University, School of Health and KinesiologyFollow
• Diana Sturges, Georgia Southern University, Department of Health Sciences and KinesiologyFollow
• Megan Wittenberg, Georgia Southern University, Department of Health Sciences and Kinesiology
• Amy Jo Riggs, Georgia Southern UniversityFollow
• Jessica A. Mutchler, Georgia Southern University, Department of Health Sciences and KinesiologyFollow
• Matthew J. Syno, Georgia Southern University, Department of Health Sciences and KinesiologyFollow
• Manuela C. Caciula, Georgia Southern University, Department of Health Sciences and Kinesiology

Document Type

Article

Publication Date

8-13-2019

Publication Title

Advances in Physiology Education

DOI

10.1152/advan.00013.2018

ISSN

1522-1229

Abstract

The purpose of this study was to evaluate the effect of different metacognitive interventions on knowledge and regulation of cognition, as well as academic performance (i.e., exam and final grades) in three sections of an undergraduate human anatomy and physiology course. All targeted classes were randomly assigned to one of three groups (reflection practice, passive acquisition of knowledge, and collaborative learning), and the interventions were implemented after exam 1. A pre- and posttest survey was administered during the semester (during week 2 and after exam 2), and exam and final course grades were collected at the end of the semester. The final sample included 129 students. A significant interaction of group and time was observed for knowledge of cognition: it increased in the reflection practice group, did not change in the collaborative learning group, and it decreased in the passive acquisition of knowledge. The interventions did not produce any significant interactions or main effects on regulation of cognition, exam scores, or final grades. Along with more research on metacognition in physiology education contexts, it is recommended to further examine the ways in which such data can be collected, as self-report measures only tell part of the story.

Comments

Georgia Southern University faculty members, Jody L. Langdon, Diana Sturges, Amy Jo Riggs, Jessica A. Mutchler, and Matthew J. Syno co-authored "Examining the Effects of Different Teaching Strategies on Metacognition and Academic Performance".

Recommended Citation

Langdon, Jody L., Diana Sturges, Megan Wittenberg, Amy Jo Riggs, Jessica A. Mutchler, Matthew J. Syno, Manuela C. Caciula. 2019. "Examining the Effects of Different Teaching Strategies on Metacognition and Academic Performance." Advances in Physiology Education, 43 (3): 414-422: American Physiological Society. doi: 10.1152/advan.00013.2018 source: https://journals.physiology.org/doi/pdf/10.1152/advan.00013.2018
https://digitalcommons.georgiasouthern.edu/health-kinesiology-facpubs/116

Copyright

This work is archived and distributed under the repository's Standard Copyright and Reuse License (opens in new tab). End users may copy, store, and distribute this work without restriction. For all other uses, permission must be obtained from the copyright owners or their authorized agents.