Metacognitive Learning Strategies Research Articles

Estratégias de aprendizagem utilizadas nos cursos de formação de professores: Um estudo com estudantes do Instituto Superior de Ciências de Educação do Huambo

In the current context, given the amount of information that is generated at each moment and the ease of access to it, students are expected to have a variety of learning strategies to better conduct their learning. This study aimed to ascertain the learning strategies used by students who attended Biology and Geography Teaching courses in the academic year 2018, at the Higher Institute of Educational Sciences of Huambo (ISCED-Huambo). 60 students from the 4th year participated, enrolled for the pedagogical internship. Data were collected using a Likert-type Learning Strategy Scale composed of 48 items. Data collection was carried out in person. For data analysis, the frequencies presented by the participants in relation to the use of cognitive, metacognitive learning strategies and absence of strategy were calculated. It was found that students have superficial knowledge about learning strategies and a series of cognitive and metacognitive strategies have not been used frequently and regularly. It is expected that the results of this study will contribute to reflections not only by the students, but also by the teaching staff, aiming to strengthen the quality of training that is provided in the level of teacher training courses and to find methodologies that allow students to know the various strategies learning, knowing when and how to use them.

Implementation of a Metacognitive Learning Strategies Session in an Online Asynchronous Human Anatomy and Physiology Course

A unique approach to improving student success in Human Anatomy and Physiology can be centered around teaching the students about metacognitive learning strategies. This perspective discusses the implementation of a metacognitive learning strategies session and highlights some of the outcomes that resulted from the session through exam wrapper responses. A one-hour session discussing metacognitive learning strategies was presented for the students through a pre-recorded video with embedded participation questions. Topics included methods for changing student studying habits to be more efficient and to retain a deeper level of understanding of the material. The session was also accompanied by exam wrappers to help the students to apply the concepts from the session.

Gender differences learning strategy at English Language Education Department Students University Of Muhammadiyah Malang

Gender difference can be assumed as an individual difference generally existing and catching attention in the foreign language teaching and learning.This research aims at finding out the strategies used by the students in learning English and students’ perspective on the learning strategies based on their gender. The data are gathered through questionnaires and interview which are given to the students of English Language Education Department. This study discovered that male and female students differ in the learning strategy, and the female students score higher in the use of learning strategy than the males. Metacognitive and social learning strategy were highly used by female students. On the other hand, male students score compensation, metacognitive and cognitive learning strategy as their attempts to learn English. The result also found that females use all the strategies more often than males particularly on metacognitive strategy. Moreover, there are differences in the use of other strategies, but the finding is not remarkable.

Student Learning Strategies in Second Language Acquisition of English: Empirical Study of Private University Student in Pandeglang District

The importance of learning English as a foreign language or second language in the university environment, as it is known that English is a widely spoken language all over the world, however, inefficient learning of English is a tremendous problem for many English departments in the English language. Apart from the linguistic environment, the lack of an effective strategy guide is also one of the main factors causing this problem. To find out whether the use of language learning strategies helps the speaking ability of students in English departments or not, in this study, fifteen students in English departments were surveyed with a questionnaire about learning English and using their strategies. It was found that most students in this private university used metacognitive learning strategies with an index of 3.80, and compensation and affective strategies were used the least with an index of 2.67 while cognitive strategies were used almost frequently but sometimes memory and social strategies were used by students a private university student in English departments in this Pandeglang district. In other words, the use of learning strategies helps students' English skills there. Therefore, to improve students' English, this paper proposes that lecturers systematically guide students in learning strategies.

Application of cognitive and metacognitive learning strategies in teaching of economic discourse in the target english language

The article surveys cognition and metacognition as a strain of language learning strategies and illustrates the significance of comprising them in the teaching of economic discourse. The research's relevance is that metacognitive and cognitive strategies have not been thoroughly researched and analyzed in the economic discourse teaching process. The paper aims to identify techniques that apply metacognitive and cognitive strategies to make the economic discourse learning process more accessible and enthralling. The work identifies the percentage of favorable results of involvement language learning strategies into the economic discourse learning process. We recognize the importance and necessity of using metacognition and cognition in knowledge obtaining procedure using traditional and nontraditional teaching methods. Evaluating the economic faculty students' English studies in the character of the target language, we denote the significant factors that the use of the learning strategies helps them find the most objective formula for comprehension of any phenomenon individually. The survey analysis shows that the classes retraining metacognitive and cognitive language learning strategies are more captivating for the students and evoke an eloquent comprehension of any issue. The use of metacognitive and cognitive teaching techniques makes a complete cognition of the phenomenon that can even be unclear in the native language.

Video modeling examples are effective tools for self-regulated learning in physical education: Students learn through repeated viewing, self-talk, and mental rehearsal

This study aimed at assessing the impact of video modeling examples (VMEs) on secondary school students’ self-regulated learning experiences in gymnastics in original physical education (PE) settings. A total of 56 students (28 males and 28 females), aged 16–17, took part in a seven-week gymnastics learning unit for the purpose of acquiring new motor skills and knowledge using VMEs, in the absence of teacher and peer assistance. Repeated measurements were collected through gymnastics floor routines and a custom-designed written test. Semi-structured interviews were administered to explore students’ self-regulated learning strategies. The analysis of quantitative data revealed significant improvements in males’ skill performance (pre: 4.54 ± 2.42, post: 10.97 ± 3.25 points; p < 0.001) and knowledge (pre: 6.43 ± 2.26, post: 13.19 ± 3.09 points; p < 0.001), as well as females’ skill performance (pre: 2.64 ± 2.09, post: 8.96 ± 4.12 points; p < 0.001) and knowledge (pre: 6.14 ± 2.48, post: 10.97 ± 3.25 points; p < 0.001) after taking part in the practical intervention. Sex-based differences, in favor of the males, were only observed in knowledge outcomes (males: Δ (Δ%) = 6.76 (105.1%), females: Δ (Δ%) = 4.25 (69.2%); p < 0.05). Qualitative data analysis yielded three major learning strategies: repeated viewing and interpretation of VMEs, self-talk and mental rehearsal. In conclusion, VMEs were able to empower the participating students to acquire motor skills and knowledge in PE classes through activating different metacognitive learning strategies, and even without resorting to teacher/peer assistance. Data from this study could prompt PE teachers to incorporate VME-mediated self-regulated learning methods into their teaching practices for better classroom management and for improving their students’ metacognition.

What I know and what you know: The role of metacognitive strategies in preschoolers’ selective social learning

The mechanisms which guide selective learning in young children have been a source of debate. Two experiments were conducted to identify which cognitive processes are involved in selective social learning in preschoolers. In experiment 1, we administered a paired-associate learning task, and collected accuracy and latency of explicit confidence judgments, measuring both implicit and explicit metacognitive monitoring. Results revealed that better implicit metacognitive monitoring predicted better performance on a selective learning task. In experiment 2, we obtained a parental report of children’s theory of mind skills (CSUS) and administered an information-seeking task, measuring implicit metacognitive control. Results revealed that both scores on the metacognitive control task and on the theory of mind questionnaire significantly predicted selective learning performance. These studies provide evidence of an association between preschoolers’ selective learning and implicit metacognitive strategies, but also suggest that explicit metacognitive learning strategies may guide selective learning later in development.

The Relationship between Cognitive Activation, Self-efficacy, Achievement Emotions and (Meta)cognitive Learning Strategies among Ugandan Biology Learners

According to the control-value theory of achievement emotions, the influence of cognitive activation teaching strategies on students’ effective use of Cognitive and Meta-Cognitive (CMC) learning strategies is mediated by control appraisals (e.g. self-efficacy) and achievement emotions (i.e. enjoyment and boredom). However, there is limited and contrasting empirical evidence to support this assertion despite claims of cross-cultural and domain consistency. The present study was aimed at examining the multiple mediational roles of self-efficacy and achievement emotions on the relationship between perceived cognitive activation during instruction and four CMC learning strategies among Ugandan biology students. Data were collected using anonymous questionnaires from 587 (50.6% females) tenth grade students with a mean age of 17 years (SD = 1.16) from 10 secondary schools in Uganda. We tested the mediation hypothesis in separate models with each CMC learning strategy. Indirect effects from cognitive activation through self-efficacy and/or enjoyment to CMC learning strategies were all significant confirming their mediational roles. There were significant (p < 0.001) direct effects from cognitive activation to: self-efficacy (β = 0.41), enjoyment (β = 0.26) and cognitive learning strategies, i.e. rehearsal (β = 0.30), organisation (β = 0.30) and elaboration (β = 0.33). Self-efficacy and enjoyment fully mediated the relationship between cognitive activation and metacognition. Except for self-efficacy, direct effects to or from boredom were not significant. Clearly, instructional strategies in biology that stimulate thought among learners are relevant for increasing effective use of any one of CMC learning strategies.

The Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students

هدف از پژوهش حاضر تأثیر آموزش راهبردهای شناختی و فراشناختی یادگیری بر خودناتوان‌سازی تحصیلی و یادگیری خودراهبر دانش­آموزان کنکوری بود. این پژوهش از نوع مطالعات نیمه آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری این پژوهش را کلیه دانش­آموزان دختر مقطع متوسطه دوم شهر خرم­آباد تشکیل می­دادند که در سال تحصیلی 98-1397 مشغول به تحصیل بودند. تعداد 30 دانش­آموز با استفاده از روش نمونه­گیری تصادفی خوشه­ای چند مرحله­ای وارد نمونه شد و به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. دانش­آموزان گروه آزمایش، آموزش­ راهبردهای شناختی و فراشناختی را طی هشت جلسه دریافت کردند ولی دانش­آموزان گروه نمونه هیچگونه آموزشی دریافت نکردند. قبل و بعد از آموزش هر دو گروه نمونه به منظور پیش‌آزمون، پس‌آزمون و مرحله پیگیری پرسشنامه­های خودناتوان­سازی تحصیلی و یادگیری خودراهبر را تکمیل کردند. داده­ها با استفاده از بسته نرم­افزار ­آماری در علوم اجتماعی تجزیه و تحلیل شد. نتایج نشان داد، آموزش راهبردهای شناختی و فراشناختی یادگیری باعث کاهش معنادار خودناتوان­سازی تحصیلی (001/0p=) و افزایش معنادار یادگیری خودراهبر (001/0p=) در دانش­آموزان نمونه شده است. با توجه به یافته­ها، می­توان با آموزش راهبردهای شناختی و فراشناختی یادگیری به معلمان و آموزش این راهبردها به دانش­آموزان توسط معلمان، به صورت غیرمستقیم و مستقیم خودناتوان­سازی تحصیلی را در دانش­آموزان کاهش داده و یادگیری خودراهبر را افزایش داد.

Investigation and Research on the Cultivation and Application of Metacognitive Strategies in Autonomous Learning in Colleges

Taking undergraduates as the research object, this paper investigates and evaluates the changes of students’ autonomous learning ability with active intervention that learners study and practice metacognitive strategy, so as to reveal what impact learners’ practice of metacognitive strategies has on improving their autonomous learning ability.

Implementing Meta-cognitive Learning Strategies to Improve Intertextual Arabic Comprehension Competences: An Intervention Study Among Arabic-speaking Tenth Graders

Intertextual understanding is a complex cognitive process that involves linguistic and cognitive skills together with the application of appropriate learning strategies, in order to understand the implicit meaning of the text. To foster intertextual skills among the learner as a habit of thinking, the present study made use of meta-cognitive learning strategies, due to their pedagogical benefits demonstrated in previous studies. Based on experimental research, the aim of the study was to examine to what extent the use of meta-cognitive learning strategies (as opposed to traditional methods) will lead to improved intertextual skills among tenth graders, and how it affects the understanding of intertextual texts. An intervention group (n=27) and a control group (n=27) from the same school were instructed during twelve weeks: the intervention group was taught using meta-cognitive strategies, while the control group was taught using classic ones. The findings indicated a significant improvement in the general score of reading comprehension in the intervention group, that involved three of four intertextual skills. The study recommends the usage of meta-cognitive instruction strategies in reading comprehension lessons.

Do Implicit Theories About Ability Predict Self-Reports and Behavior-Proximal Measures of Primary School Students' In-Class Cognitive and Metacognitive Learning Strategy Use?

Although studies show relations between implicit theories about ability (ITs) and cognitive as well as metacognitive learning strategy use, existing studies suffer from an overreliance on broad-brush self-report measures of strategy use and limited ecological validity. Moreover, studies rarely examine younger students, and research on ITs and how much students benefit from interventions on learning strategies is lacking. Therefore, we investigated in ecologically valid settings (regular classroom instruction) whether primary school students’ ITs are related to their use of cognitive strategies (text reduction strategies based on identifying a text’s main ideas) and metacognitive strategies, assessed with (a) typical self-report scales and (b) more behavior-proximal measures. We also investigated whether students’ ITs predict how much they benefit from a previously evaluated 4-week intervention on cognitive and metacognitive strategies during regular classroom instruction (i.e., how much self-report scales and behavior-proximal measures for strategy use increase over the course of the intervention). Participants were 436 German primary school students (third and fourth graders). The data were analyzed using mixed linear regression analyses. Strength of students’ incremental theory was positively related to metacognitive strategy use, but not cognitive strategy use, when measured with self-report scales. For behavior-proximal measures, strength of incremental theory was positively related to the effectiveness of students’ cognitive strategy use and their extent of strategy monitoring (one of the two metacognitive strategies examined), but not to the quality of their goal setting (the second metacognitive strategy). Unexpectedly, students with a stronger incremental theory did not benefit more from the intervention.

Metacognitive Learning Strategies: Their Effects on the Reading Comprehension Performance of Grade Five Pupils

This study aimed at examining the effects of metacognitive learning strategies on the reading comprehension performance of 80 Grade Five pupils in the MSU-Integrated Laboratory School for SY 2011-2012. The researcher used quasi-experimental design, which entailed using two intact, randomly selected groups: one served as the control group and the other as the experimental group. The descriptive-quantitative research was used to describe and analyse the respondents' performance in their reading comprehension test. The data were treated using Statistical Program for Social Sciences (SPSS) with a significance level set at .05. This research work involved four phases: In the first phase, a self-constructed Personal Background Questionnaire and the Strategy Inventory for Language Learning (SILL) by Oxford (1990) were administered both to the experimental and control groups before the strategy instruction. In the second phase, the experimental group received six sessions of instruction on metacognitive strategies. On the other hand, the control group received six sessions of instruction using the traditional method of teaching reading based on the Basal Readers Approach. Both experimental and control groups worked on authentic and inauthentic texts (some articles from the Newspaper and the World of Reading textbook). In the third phase, after completion of instruction, the teacher-made reading comprehension test was administered to both groups to determine the reading comprehension performance of the respondents. In the fourth phase, the SILL was administered to both groups again to determine if the metacognitive strategies instruction has an effect on the reading comprehension performance of the respondents. The data analysis yielded the following findings: First, a slightly greater outcome was manifested in the reading comprehension test of the experimental group compared to the control group. Second, there was no significant difference between the mean scores of the reading comprehension test of the control and experimental groups. Both the experimental and control groups performed well in the authentic section of the reading comprehension test. Lastly, the Strategy Inventory for Language Learning (SILL) by Oxford, 1990 shows a positive effect on the reading comprehension performance of the experimental group. Therefore, the respondents performed better in the part of the reading comprehension test using authentic texts and the experimental group’s metacognitive awareness increased notably after the instruction.

Building a Handoff Communication Virtual Experience for Nursing Students Using Virtual Humans.

Effective communication among healthcare professionals is critical to delivering safe, high-quality patient care. One important real-world skill that nursing students must acquire is generating accurate handoff communication reports. The central aim of this study was to build, assess, and revise a virtual experience simulation that allows nursing students to observe a standardized clinical situation in an immersive environment and then practice the situation-background-assessment-recommendation communication method. This between-groups experimental study, which was modified in light of COVID-19 concerns, evaluated how well 69 prelicensure nursing students understood a handoff communication report after viewing a virtual human patient and nurse interact during a triage assessment scenario. Results indicate student comprehension levels did not differ based on which of two metacognitive learning strategies was used. Participants in both study groups were able to accurately complete a situation-background-assessment-recommendation instrument based on the virtual experience. Further, they believed that watching a virtual nurse perform a triage assessment would help them perform one themselves in a similar virtual environment. There was also an unexpected study finding related to patient safety within the context of the simulation. This finding warrants further research that will lead to revision of the virtual experience used to train future nurses.

Examining the Relationship Between Turkish Teacher Candidates’ Metacognitive Learning Strategies and Critical Listening Attitudes

This study aims at examining the relationship between Turkish teacher candidates’ metacognitive learning strategies and critical listening attitudes as well as determining whether theircritical listening attitudes and the use of metacognitive learning strategies vary with gender, age, year in college, and grade point average (GPA). Accordingly, a correlational survey design was used. The sample of the study consists of 191 Turkish teacher candidates studying at the Turkish teacher education program of Amasya University, Faculty of Education. The Metacognitive Learning Strategies Determining Scale developed by Gündoğan Çöğenli &amp; Güven (Bilişüstü…) and the Critical Listening Attitude Scale developed by Taşkın were used as data collection tools. The data were analyzed using statistical package software SPSS 22.0. T-test, ANOVA, and correlation analysis were performed. A positive correlation was determined between Turkish teacher candidates’ critical listening behaviors and the use of metacognitive learning strategies.We believe that the findings of this study will contribute to determining critical listening attitudes.

E-book of metacognitive learning strategies: design and implementation to activate student\u2019s self-regulation

ICT-based learning provides opportunities for teachers and students to learn digitally, as well as letting the students become autonomous learners. One of the efforts to actualize such typical learning mode is to provide digitalized learning media, such as e-Books. An e-Book of metacognitive learning strategies aimed to train students’ metacognitive skills that emphasized self-regulated learning in order to make them become autonomous learners. This study was objected to describe the e-Book of metacognitive learning strategies in designing, implementing, and evaluating students’ metacognitive skills in a learning process. The e-Book was designed using ADDIE development model and used during the innovative learning I course for 84 biology students at Universitas Negeri Surabaya. The data were analyzed using descriptive-qualitative approach. The results showed that the e-Book’s validity was in a very good category. It also conveyed level 15 of readability according to the students and was responded very well with a positive response of 96%. Other findings depicted that the students’ metacognitive learning outcomes and students’ self-regulation were in a good category. Hence, the e-Books had the potential to be used in a digital learning mode as well as training students’ metacognitive skills and self-regulation.

Chytrost bez porozumění: hypotéza kulturní inteligence a její limity

Humans are remarkably adaptable, and therefore a successful species. There are many speculative answers to the question of why this is so. One of them represents the cultural intelligence hypothesis, which consid-ers cultural learning skills as the key to human success. This work aims to present the hypothesis of cultural intelligence as a viable alternative to more conventional approaches within the debate about the origin of human intelligence, such as the hypothesis of general and improvisational intelligence. Theirmutual comparison shows that cultural intelligence hypothesis must necessarily work with flexible social learning strategies to describe cultural transmission, thus losing part of its explanatory power. As the theory of metacognitive strategies of social learning by cognitive psychologist Cecilia Heyes shows, there is a way to combine the flexibility of human reasoning with the “stupid” process of cultural selection.

Psychometric Properties of Cognitive and Metacognitive Learning Strategies Scale Among Chinese Senior Secondary School Students

This study aimed to investigate the validity of the Cognitive and Metacognitive Learning Strategies Scale (CMLSC) for mathematics learning in Chinese context. Exploratory and confirmatory factor analysis, reliability analysis, measurement invariance across gender groups, and criterion-related validity were conducted on 698 Chinese senior secondary school students. Results supported that the adapted CMLSC was reliable and valid. A bifactor model with one general and four specific factors (i.e., rehearsal, elaboration and organization, critical thinking, and metacognitive self-regulation) was found. Residual invariance across gender groups was also achieved. This adapted CMLSC is expected better to understand students’ mathematics learning strategies in Chinese culture.

The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic.

The primary objective of this study is to evaluate the relationship between the use of metacognitive strategies and learning performance in online learning among university students. The global lockdown due to the Covid-19 global pandemic outbreak has resulted in major interruptions in students’ learning and education at all levels around the world. One of the consequences of university closures is that students suddenly find themselves having a lot more responsibility for their learning. Surprisingly, many students are not fully equipped with the relevant skills to excel in online learning despite being born into technology. Students are not aware of how to look inward to examine how they learn and to judge which methods are effective especially when faced with new forms of learning online because they lack metacognitive skills. Metacognition is crucial to the talent of learning. Although many researchers affirmed that metacognitive skills are crucial in any learning, a study on the impact of the use of metacognitive strategies on learning performance is still rudimentary. The study was carried out with 770 university IT students who have taken at least one online learning course. Data was collected using a self-administered instrument that was adapted from multiple sources. Three hypotheses were formulated and structural equation modeling was employed to conduct path modeling analysis. The findings from this study affirmed that students who use metacognitive strategies in online learning are indeed capable of evaluating their understanding of the course content and are capable of adding more effort in regulating their learning process. In view of the findings, this study will be useful for course instructors and students to establish practices on how to utilise metacognitive strategies to enhance students’ learning performance as those lacking in metacognition may find themselves at a huge disadvantage.

Learning Self-regulated L2 WritingUnder a Cognitive Model

This innovative approach of teaching L2 writing was experimentedbelieving that using a fewer self-regulated learning strategymay lead toweakmetacognitive learning attitude resulting in low proficiency.This research wasconducted to investigate the consequences of instructionally aroused cognitive involvement load for using self-regulated and metacognitive learning strategies to improve L2 writing skills. The innovative L2 writing instructional model of this study has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA.The approach of this model is to promoteself-regulated learning managementby learners. Forarousing the use of learning strategies, a set of self-monitoring and self-evaluatingassessment rubric namedStrategy Inventories for Learning L2 Writing(SILL2W)has also been designed. For collecting and analyzingthe data a questionnaire, pre-post-tests, checklist, and interviews wereutilized. Outcomes of data analyses have shownusefulness and practicality ofthe S2RMCA model for teaching self-regulated L2 writing. Acceptable resultshave also beenshownby participants intheir L2 writing skills. In research studies conducted on cognitive load, accurate measurement of load viaself-reporting has been a persistingquestion and this study has notbeen different from the onesthat have faced the challenge.