Computer-Supported Meta-reflective Learning Model via mathematical word problem learning for training metacognition

Tama Duangnamol,Gun Srijuntongsiri,Thepchai Supnithi,Mitsuru Ikeda

doi:10.1186/s41039-018-0080-1

Abstract

To become a self-regulated learner, one needs to have a skill required to induce himself to comprehend their own cognition. In this paper, we provided a definition of Seed skill to become a self-regulated learner (S2SRL) as a basis terminology for developing our proposed framework, CREMA—Computer-Supported Meta-Reflective Learning Model via MWP in order to design an environment to encourage learners to use intrinsic comprehension of metacognitive questioning to acquire S2SRL in mathematical word problem (MWP) learning. To assess our proposed framework, we addressed these questions: (i) Can CREMA really support learner to gain S2SRL and (ii) How does it work in a practical environment? To answer these two questions, three classes of low performance students of grade 9 (total 101 students) were assigned into three different learning groups: (i) a group of students who learnt MWP with our proposed method by implementing CREMA, (ii) a group of students who learnt MWP in traditional method combining MetaQ—metacognitive questions and motivational statements, and (iii) a class of students who learnt MWP in traditional method. The result from our investigation showed that MetaQ played an important role in CREMA, while integrating computer and technology enhanced students’ learning sense and empowered methodology to facilitate learning objects in the implementation of CREMA to effectively support students to gain S2SRL in MWP learning.

Highlights

Transforming learners to become self-regulated lies at the heart of education
Through the theoretical review which was later confirmed by the qualitative and quantitative study, we define Seed skill TO become a Self-Regulated Learner (S2SRL) in mathematical word problem (MWP) learning as a basis skill that learners can further develop to gain the required skills of self-regulated learners in MWP learning, that is, learners are curious about their own “understanding of MWP learning” and have “awareness of self-improvement in MWP learning” before they can perform metacognitive questions by themselves to reflect on their own cognition for planning, monitoring, and doing self-evaluation
In this paper, we proposed a terminology, S2SRL, as a skill in which learners are curious about their own understanding and are aware of their self-improvement in their learning before they can perform metacognitive questions by themselves to reflect on their own cognition for planning, monitoring, and doing self-evaluation

Summary

Introduction

Transforming learners to become self-regulated lies at the heart of education. After school or university, students face problems in their daily life that can be overcome provided that they have mastered the skill needed to solve the problems on their own. Zimmerman (2002) defined self-regulated learners as those who are motivated to automatically perform monitoring and regulating their learning processes and be aware of their learning difficulties to achieve their tasks; in other words, self-regulated learners must have motivation for maintaining their emotion/behavior to perform metacognitive skills or to (either implicitly or explicitly) perform metacognitive questioning to reflect their own cognition to do planning, monitoring, and self-evaluation to accomplish their tasks.Duangnamol et al Research and Practice in Technology Enhanced Learning (2018) 13:14training metacognition is not a simple task due to the implicitness of metacognition and the complication of its training process. To motivate learners to perform metacognitive skill or to transform their learning status from passive to self-regulated is a challenge. According to the OECD report (2010), explicit or formal instruction of metacognitive strategies leads to an improvement in students’ learning performance. There have been studies (e.g., Pressley 1990; Scheid 1993), which showed evidence that teaching learners to catch up learning tasks by performing planning is a practical way to promote self-regulation. In order to help learners to perform good planning to ensure achievement toward a given task, encouraging or supporting them to realize and understand their background knowledge would be helpful. I am curious about my difficulty in MWP learning and always think about the way to resolve it to be able to improve my performance. There were 699 students from 31 schools who responded to the survey

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