How effective is metacognitive instruction at improving the word problem-solving of children who are low-achievers in maths?

Abstract

Metacognitive knowledge and skills are powerful predictors of academic outcomes (Wang et al., 1990) but are often lacking in children who are low-achievers in maths (Miller & Mercer, 1997). Metacognitive instruction seeks to address this deficit (Veenman, 2015). Interventions address strategy knowledge (plan-monitor-evaluate), task knowledge (when and why to apply strategies), and person knowledge (strengths, weaknesses, and motivation), and provide opportunity to practise (Flavell, 1979; Livingston, 1996; Pintrich, 2002). This review sought to evaluate the effect of metacognition interventions on mathematical word problem-solving. A systematic literature search was conducted, identifying seven studies for review. A meta-analysis showed a large combined effect size (g = 1.39) when comparing intervention to comparison participants. This, in combination with sufficient methodological quality among the reviewed studies, suggests metacognitive instruction can be recommended as evidence-based practice (Gersten et al., 2005). Recommendations for educational psychology practice, limitations of the review, and recommendations for future research are discussed.