Date of Award

6-1997

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

First Advisor

C. Elliott Ostler

Second Advisor

Neal Grandgenett

Third Advisor

James Akers

Abstract

This experimental action research study provided sixth grade students five lessons about metacognitive control skills, with pre- and post-instruction measurements of the students’ observable behaviors and notation of the students’ think-alouds regarding their metacognitive activity. The purpose of the study was twofold: 1. To test whether students’ metacognitive awareness can be increased, and 2. To compare the performance of students who initially demonstrate higher metacognitive awareness by scoring above the median on a Metacognitive Awareness Inventory with student who students scored below the median on the inventory. Because research has shown metacognitive ability to operate independently of academic ability and to enhance academic performance, studies are needed to test various methods of teaching metacognitive skills. A Metacognitive Awareness Inventory consisting of 20 items was administered, with results used to match the control and experimental groups. Each group then participated in a pre-instruction problem-solving activity while observers tallied students’ specific observable behaviors and listened to their think-alouds. Instruction during the study consisted of 5 30-minute lessons: for the control group, questioning strategies, and for the experimental group, metacognitive control skills relating to task variables, personal attitude, and organization of work area, and selection of strategies. Post-treatment measures were taken while the students participated in a computer problem-solving experiment. Results of the study showed increases in awareness of the skills for the experimental group, and although the data was not statistically significant, positive trends were apparent, especially for the students identified as low-metacognitive ability.

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