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Metacognitive strategies as predictor for better test results

Metacognitive strategies as predictor for better test results. Part of Present & Discuss Session ‘ Stimulating metacognitive skills among students ’ Wilbert van der Heul. Practical foundation: reason for this study.

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Metacognitive strategies as predictor for better test results

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  1. Metacognitive strategies as predictor for better test results Part of Present & Discuss Session ‘Stimulating metacognitive skills among students’ Wilbert van der Heul

  2. Practical foundation: reason for this study • At the Albeda College, a Regional Community College, students of personal healthcare assistant (level 3) and (medical) nurse (level 4)score low at their knowledge-tests for anatomy; • Assumption: students do not know how to learn anatomy (declarative knowledge) and teachers use limited didactics;

  3. Theoretical foundation: metacognition

  4. Self-regulation and self-efficacy

  5. ‘When students use more metacognitive skills, they may score better on their anatomy-tests’

  6. Two design requirements • Focusing on the acquisition and application of metacognitive strategies, particularly self-regulation; • Focusing on the enhancement of self-efficacy. • Explicit attention for self-regulation; • Selecting-Organising-Integrating-model (Mayer, 1999) – active learning: multiple didactics, pictures, colours / italics; • Constructive alignment (Biggs, 2003); • Trial-exams (Marzano, 1999)

  7. Design wishes In consultation with fellow teachers and management: • Structure • Straightforward • Compatible with existing classes • achievable • (if possible: not to complicated)

  8. Instructional design (learning arrangement / intervention)

  9. Research goals and questions Goals: to positively influence the metacognitive strategies of the studentand better test results. 1: What is the influence of the learning-arrangement on the learning behaviour of the student concerning the anatomy-class in terms of metacognitive strategies, self-regulation and self-efficacy? 2: What influence does the learning-arrangement have on the test-results?

  10. Research design

  11. Participants and Measurement Personal healthcare assistant: N = 56; experiment: 33 (2 groups); reference 23: (I group); Medical nurse: N = 85; experiment: 47 (2 groups), reference: 38 (2 groups) Total N = 141 Measuring learning behaviour of the students: Motivated Strategies for Learning Questionnaire, (Pintrich et al., 1991) learning strategies and motivation: • 81 items divided in 15 scales, 9 for learning strategies (including self-regulation) and 6 for motivation (including self-efficacy); • 7-point-likert scale from 1 (not for me) to 7 (totally me); • Alpha: between 0.61 and 0.94

  12. Data-analysis Two-way repeated measures between groups ANOVA with co-variances • Total scale learning strategies • Self-regulation • Self-efficacy • Total scale motivation Dependent variables: total scores of the scales Independent variables: experiment- and reference groups of both programs Co-variances: total hours lessons anatomy, total hours homework, total hours studying for test

  13. Results Personal Healthcare Assistant (level 3) Metacognitive strategies: F(2) = 3.906, p = 0.026; average effect (p.e.s.= 0.122); Between groups: F(2) = 3.614, p = 0.035; average effect (p.e.s.= 0.114)

  14. Results personal healthcare assistant (level 3) Self-regulation: F(2) = 3.794, p = 0.028; average effect (p.e.s. = 0.119) Between groups: F(2) = 3.280, p = 0.045; average effect (p.e.s. = 0.105).

  15. Results (medical) Nurse (level 4) Metacognitive strategies: F(2) = 0.210, p = 0.811 Between groups: F(2) = 0.540, p = 0.584 Self-regulation: F(2) = 0.309, p = 0.735 Between groups: F(2) = 0.676, p = 0.511

  16. Results (medical) Nurse (level 4) Motivation experiment after 20 weeks: F(2) = 3.999, p = 0.021; small effect (p.e.s. = 0.067) When learning-arrangement will be continued a significant difference between groups is possible: F(1) = 5.949, p = 0.018, average effect (p.e.s. = 0.096)

  17. Conclusion • There is an influence of the learning-arrangement on the learning behaviour of student: • Level 3: metacognitive strategies, self-regulation, long-term  motivation • Level 4: motivation, long-term even significant effect between groups

  18. Recommendations

  19. Nevertheless Why has the learning-arrangement no influence on the test-results (yet)?

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