Associate Professor Helen Askell -Williams

1. Students' use of good quality cognitive and metacognitive strategies for learning as they progress through five years of secondary schooling: A multi-level model of change over time. Associate Professor Helen Askell-Williams Associate Dean ResearchDirector Flinders Educational Futures Research InstituteSchool of Education

2. Research Team Em/Prof. Mike Lawson A/Prof. Helen Askell-Williams DrMirellaWyra Professor Phillip Slee Dr Grace Skrzypiec Professor Larry Owens

3. History • 2004: Meetings/presentations with local schools – developing research partnerships. • 2006: Application for an Australian Research Council – Linkage Project Grant. • Partners • Department of Education & child Development • Four local schools • Flinders researchers • 2007-2009: ARC funded research • 2010-2011: Flinders Large Grant • 2012-2014: Publishing findings

4. Theoretical background Ecological Systems Theory Social constructivism Bronfenbrenner, 1979 http://nlyingst.iweb.bsu.edu/edpsy251/courseconcepts/251/bronfenbrenner.html

5. Multiple components based upon our and our school partners’ mutual interests Motivation/Cognition/Metacognition Social and Emotional Wellbeing Bullying Popularity Coping with schoolwork Coping with homework

6. Today’s Focus The facilitating effects of cognitive and metacognitive strategies to enable high quality learning (e.g., see Hattie, 2009). Cognition: Three stages of knowledge acquisition, namely, focussing attention, elaborative processing, and organising and summarising information (e.g., see Mayer,1998). Metacognition: Categories of monitoring of knowledge, and control of thinking processes and learning activities (e.g., see Pintrich, 2004).

7. The Provocation I don’t know what really helps me to learn…I don’t know how that helps me to learn, it just does. It’s just something I’ve never questioned, it just helps me…it’s just the way I’ve learned to survive while I’m doing these things. But I don’t know how. (Pre-service Teacher) If students don’t know how they go about learning, if they can’t make that knowledge available to themselves, then they have a limited repertoire for dealing with problems that arise during learning.

8. Broad Research questions Do students report increased use of good quality cognitive and metacognitive strategies for learning as they progress through secondary school? Do students’ reports vary by Gender, School, Year level and Learning Strategy Groups?

9. Study 1 : Research questions • What is the level of South Australian secondary school students’ use of cognitive and metacognitive strategies for learning? • Are there differences in students’ cognitive and metacognitive strategy use according to: • Gender • Year Level, and • Self-reports of coping with schoolwork overall?

10. Selected cognitive and metacognitive strategies for learning

11. Best subject

12. Study 1: Results: Metacognitive Strategies

13. Study 1: Results: Cognitive Strategies

14. Study 2: Change over time Sample sizes (2007-2011) Note: Attrition due to student movement and class availabilities

15. Study 2: Descriptive statistics (Mean Use of Learning Strategies 2007-2011)

16. Division into subgroups Students were divided into four groups based upon their cognitive and metacognitive “Learning Strategies” Factor score in 2007. “Learning Strategies Low” “Learning Strategies Low-Medium” “Learning Strategies Medium High” “Learning Strategies High” (Students scores for 2008, 2009, 2010, 2011 were corrected to account for potential regression to the mean due to grouping on first occasion)

17. Hierarchical Linear Modelling of change over time in participants’ scores over 5 years Two-level random coefficients model: Level-1 Model (WITHIN STUDENTS) LEARNING STRATEGIES = P0 + P1*(TIME) + E Level-2 Model (BETWEEN STUDENTS) P0 = B00 + B01*(GENDER) + B02*(SCHOOL A) + B03*(SCHOOL B) + B04*(LS-Low) + B05*(LS-Low-Medium) + B06*(LS-Medium-High) + R0 P1 = B10 + B11*(GENDER) + B12*(SCHOOL A) + B13*(SCHOOL B) + B14*(LS-Low) + B15*(LS-Medium) + B16*(LS-Medium-High) + R1 (Level 2 variables are dummy variables)

20. Low disadvantage school

21. Low disadvantage school

22. High disadvantage school