150 likes | 229 Views
Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement. Z. R. Mevarech C. Amrany. Research questions.
E N D
Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement Z. R. Mevarech C. Amrany
Research questions • Are results obtained in previous studies involving the IMPROVE model reproducible with high school students studying for the matriculation exam? • Do students use procedural metacognitive processes in delayed, stressful situations (exams)?
Metacognition • Knowledge about cognition - awareness (statements about our own thinking) - evaluation (judgements regarding our own thinking) • Regulation of cognition (planning, setting goals, selecting strategies)
From research in Math Ed on metacognition and expert problem solvers we know… • Good problem-solving ability is associated with high levels of of metacognitive activity • Good problem solvers engage in metacognitive activity throughout various phases of problem-solving phases. • Poor problem-solvers show limited metacognitive activity, often limited to early stages of problem solving.
Can metacognitive skills be taught? • A few studies based on IMPROVE model (Mevarech & Kramarski, 1997) successful in middle and high school settings: instruction in metacognitive strategies is combined with instruction in problem solving strategies similar to Polya’s model. • Other studies in elementary school settings • Other studies with computer-assisted instruction in middle school settings • Best results obtained in collaborative settings
The IMPROVE method Introducing new concepts Metacognitive questioning Practicing Reviewing and reducing difficulties Obtaining mastery Verification Enrichment
Four self-addressing questions • Comprehension questions: articulate the main ideas in the problem, “Describe …in your own words”,” This is a rate problem”, “the meaning of ….is….” • Strategic questions: justify the use of appropriate mathematical principle, use diagrams and tables • Connection questions: identify similarities and differences between the problem at hand and others previously solved • Reflection questions
Three basic principles (Veenman et al, 2006) • Embedding self-addressed questions in all activities (students’ work, instructor’s presentation) • Informing the learners about the usefulness of the meta-cognitive activities • Intensive practising by training students to apply the meta-cognitive self-addressing questioning in all their attempts to solve problems.
Method • N=61 high school students preparing for the matriculation exam (for entering university?) • 3 measurements - achievement test (pre/post, different tests) - questionnaire (pre/post) on meta-cognitive awareness - interviews (N= 7 from exp. N =8 from control) immediately after the exam • One semester of instruction • Matriculation exam took place 2 months after instruction
Results Achievement tests IMPROVE Control P-value Pre-test M 16.90022.140 .001 (SD) (5.798) (6.370) Post-test M 34.96032.000 .033 Adj M 35.776 31.152 (SD) (7.696) (7.744)
Questionnaire 24 items, 4 point likert scale (never to always) Knowledge about cognition IMPROVE Control Pre-test M 3.814 3.500 (SD .360 .327) Post-test M 3.822 3.504 Adj. M 3.766 3.617 (SD .403 .372) Regulation of cognition Pre-test M 3.717 3.386 (SD .432 .433) Post-test M 3.605 3.265 Adj. M 3.556 3.315 (SD .341 .50)
Interviews Responses classified into 4 categories • Comprehending of problem (control did more often) • Constructing connections (exp. did more often) • Looking for appropriate strategies (exp. did more often) • Evaluating the solution (exp. did more often)
Take-home message • Students in exp. condition did better on post test and elicited using strategies they were trained on. • Procedural meta-cognitive knowledge seems to help in high-stake situations (post-test) • Procedural meta-cognitive knowledge persists in delayed situation (matr. exam) • High school students may possess meta-cognitive knowledge about their learning, but ought to be trained to use this knowledge to regulate their learning