Abstract
Recent educational research emphasizes the importance of personal social cognitive beliefs and metacognitive knowledge and skills for achievement in science as well as retention in the field. In this project, a mandatory evening tutorial program was developed to provide direct instruction in metacognitive skills for first year students enrolled in an introductory chemistry course. As measured by student surveys and grade outcomes, this approach directly increased students’ self-efficacy in STEM and increased students’ achievement. In addition, these effects were more pronounced for women in the course. These results suggest that teaching metacognition to students in introductory chemistry courses could improve achievement and potentially improve retention in the field, particularly for women in physical sciences.
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