Session Title

Metacognition Strategies

Session Format

Conference Session (20 minutes)

Location

Room 211

Abstract for the conference program

The purpose of this study was to explore the effect of different metacognitive strategies (exam wrappers, learning technique training and team learning) on metacognition, academic performance, perceived competence, and self-efficacy between early career and later career health and kinesiology students during fall 2016 semester. Three surveys were administered throughout the semester (week 1, mid-term and last week). Survey included demographic information, the Metacognition Awareness Inventory, Perceived Competence and Self-Efficacy questions. Final sample of participants included 386 undergraduate students. Roughly 56% of participants were enrolled in a lower division course, while 44.3% were enrolled in upper division courses. Mean levels of knowledge of cognition were high, while regulation of cognition were near the midline, but moderately high. Participants’ initial perceived competence was at a mean level of 4.52 (SD = .69), while self-efficacy was at 3.65 (SD = .52). Information management strategies (t (3, 360) = 2.69, p = .046), and evaluation (t (3, 360) = 5.83, p = .001) were significantly different between groups. Tukey post-hoc analysis revealed that the control group was significantly different than the video group for information management strategies and evaluation.

Proposal Track

Research Project

Start Date

3-4-2017 10:45 AM

End Date

3-4-2017 11:15 AM

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Mar 4th, 10:45 AM Mar 4th, 11:15 AM

Metacognition Strategies

Room 211

The purpose of this study was to explore the effect of different metacognitive strategies (exam wrappers, learning technique training and team learning) on metacognition, academic performance, perceived competence, and self-efficacy between early career and later career health and kinesiology students during fall 2016 semester. Three surveys were administered throughout the semester (week 1, mid-term and last week). Survey included demographic information, the Metacognition Awareness Inventory, Perceived Competence and Self-Efficacy questions. Final sample of participants included 386 undergraduate students. Roughly 56% of participants were enrolled in a lower division course, while 44.3% were enrolled in upper division courses. Mean levels of knowledge of cognition were high, while regulation of cognition were near the midline, but moderately high. Participants’ initial perceived competence was at a mean level of 4.52 (SD = .69), while self-efficacy was at 3.65 (SD = .52). Information management strategies (t (3, 360) = 2.69, p = .046), and evaluation (t (3, 360) = 5.83, p = .001) were significantly different between groups. Tukey post-hoc analysis revealed that the control group was significantly different than the video group for information management strategies and evaluation.