Abstract
AbstractThe purpose of this study is to determine the effects of metacognitive strategies and content‐specific feedback on student achievement in high school mathematics. Participants consisted of a convenience sample of students in honors geometry. An analysis of variance with repeated measures was employed to address the research questions. For both the posttest and retention test, students in the experimental group significantly outperformed the students in the comparison group. However, students scored lower in the retention test than the posttest. The findings of this study offer a modest contribution to the body of empirical research on the impact of metacognitive practice and content‐specific feedback on academic achievement at the high school level.
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