The Impacts of an Academic Intervention Based in Metacognition on Academic Performance

Providing reflective opportunities for students to independently develop their metacognition and expand their abilities to make judgments about themselves as learners, including which learning strategies are personally most effective for any given task, have been shown to improve academic performance. We designed a metacognition-based intervention that was structured to provide four weeks of reflective opportunities for students following a metacognitive learning strategies workshop. Qualitative analysis of student responses from the first week’s survey found evidence of metacognitive skill development and self-reported improvements in learning, including an improvement in confidence and preparedness for classes and exams, and better understanding and retention of course content. Our results suggest that students who described an increase in their confidence during the first week were two times more likely to complete the intervention. This completion was correlated with a higher semester GPA, regardless of student identity, prior academic performance, and strategy choice or outcome description during the first week.

为学生提供反思的机会，以扩大自己的能力，以使自己成为学习者，包括哪些学习策略对任何给定的任务最有效，可以改善我们的学习成绩对第一周调查的学生反应的分析发现，元认知技能的发展和自我报告的学习改善，包括改善班级和考试的信心和准备，以及对我们的结果的更好理解和保留，这表明他们在第一周的信心增加了两倍。学期GPA，无论学生身份如何，先前的学术表现以及第一周的策略选择或结果描述。