Investigating Metacognitive Strategies and Exam Performance: A Cross-Sectional Survey Research Study
This investigation used cross-sectional survey research methods in a high-enrollment undergraduate history course, setting out to examine test performance and metacognitive strategies that subjects self-selected prior to class, during class, and during the exam. This study examined the differences i...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-11-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/11/1132 |
| _version_ | 1797459515741831168 |
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| author | Jolie V. Kennedy David R. Arendale |
| author_facet | Jolie V. Kennedy David R. Arendale |
| author_sort | Jolie V. Kennedy |
| collection | DOAJ |
| description | This investigation used cross-sectional survey research methods in a high-enrollment undergraduate history course, setting out to examine test performance and metacognitive strategies that subjects self-selected prior to class, during class, and during the exam. This study examined the differences in exam scores between one group of students who self-reported completing specific metacognitive strategies and one group of students who self-reported not completing them. An online survey instrument was used to collect data from 121 students about the frequency of occurrence of specific behaviors. Frequencies and an Independent Samples T-Test were used to analyze metacognitive strategies and exam performance. The results showed the following strategies were statistically significant at the 0.05 alpha level: (1) read or listened to assigned readings and audio files before they were discussed during class; (2) frequently took part in small group discussion at the table during the class session; (3) created outlines for each of the potential essay questions to prepare for the examination; and (4) made an outline of the essay question before beginning to write while taking the exam. Limitations of the study, implications of the results, and recommendations for future research are provided. With the challenges of supporting students to earn higher grades and persist toward graduation, faculty members need to join the rest of the campus to be active agents in supporting students through simple learning strategies and effective student behaviors embedded into their courses. This may require extra time and effort to engage in professional development to learn how to embed practice with metacognitive strategies during class sessions. |
| first_indexed | 2024-03-09T16:52:30Z |
| format | Article |
| id | doaj.art-21983ddb110448919049ce79cd457b99 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T16:52:30Z |
| publishDate | 2023-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-21983ddb110448919049ce79cd457b992023-11-24T14:38:41ZengMDPI AGEducation Sciences2227-71022023-11-011311113210.3390/educsci13111132Investigating Metacognitive Strategies and Exam Performance: A Cross-Sectional Survey Research StudyJolie V. Kennedy0David R. Arendale1Educational Technology and Learning Design, Empire State University, Saratoga Springs, NY 12866, USACurriculum and Instruction, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USAThis investigation used cross-sectional survey research methods in a high-enrollment undergraduate history course, setting out to examine test performance and metacognitive strategies that subjects self-selected prior to class, during class, and during the exam. This study examined the differences in exam scores between one group of students who self-reported completing specific metacognitive strategies and one group of students who self-reported not completing them. An online survey instrument was used to collect data from 121 students about the frequency of occurrence of specific behaviors. Frequencies and an Independent Samples T-Test were used to analyze metacognitive strategies and exam performance. The results showed the following strategies were statistically significant at the 0.05 alpha level: (1) read or listened to assigned readings and audio files before they were discussed during class; (2) frequently took part in small group discussion at the table during the class session; (3) created outlines for each of the potential essay questions to prepare for the examination; and (4) made an outline of the essay question before beginning to write while taking the exam. Limitations of the study, implications of the results, and recommendations for future research are provided. With the challenges of supporting students to earn higher grades and persist toward graduation, faculty members need to join the rest of the campus to be active agents in supporting students through simple learning strategies and effective student behaviors embedded into their courses. This may require extra time and effort to engage in professional development to learn how to embed practice with metacognitive strategies during class sessions.https://www.mdpi.com/2227-7102/13/11/1132exam preparationhistoryactive learningcooperative learningmetacognitive learning strategiesUniversal Design for Learning |
| spellingShingle | Jolie V. Kennedy David R. Arendale Investigating Metacognitive Strategies and Exam Performance: A Cross-Sectional Survey Research Study Education Sciences exam preparation history active learning cooperative learning metacognitive learning strategies Universal Design for Learning |
| title | Investigating Metacognitive Strategies and Exam Performance: A Cross-Sectional Survey Research Study |
| title_full | Investigating Metacognitive Strategies and Exam Performance: A Cross-Sectional Survey Research Study |
| title_fullStr | Investigating Metacognitive Strategies and Exam Performance: A Cross-Sectional Survey Research Study |
| title_full_unstemmed | Investigating Metacognitive Strategies and Exam Performance: A Cross-Sectional Survey Research Study |
| title_short | Investigating Metacognitive Strategies and Exam Performance: A Cross-Sectional Survey Research Study |
| title_sort | investigating metacognitive strategies and exam performance a cross sectional survey research study |
| topic | exam preparation history active learning cooperative learning metacognitive learning strategies Universal Design for Learning |
| url | https://www.mdpi.com/2227-7102/13/11/1132 |
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