Further investigations into student learning strategies (original) (raw)
Related papers
Preparing A Strategic Learner by Using Metacognitive Strategies: from Theory into Practice
Journal of Education and Learning (EduLearn), 2018
It is unrealistic to expect students to have future literacy about science, information, and technology if their education includes only facts and concepts relevant during the school years. While life presents situations that cannot be solved by learned responses, the metacognitive strategy is brought into play. Metacognitive skills are needed when habitual responses are not successful. Metacognitive skills will enable students to successfully cope with new situations. The main purpose of this paper is to propose a practical model of implementing strategies to increase students' ability to comprehend texts and find solutions to word problems based on the theories and empirical background of metacognition. In addition, the distinction between metacognition and cognition and explicit instruction on the learning strategies to develop students metacognitive skills were discussed. It concludes that teachers can raise the level of metacognitive thought in their classrooms by modeling the processes. The use of metacognitive strategies will enable students to be independent and strategic learners.
Learning Strategies as Metacognitive Factors: A Critical Review
The concept of metacognitive skills has a long history, and educators have long shown an interest in cultivating these skills in students. Researchers in cognitive psychology, workplace success, and education have established the existence and importance of intentional, self-regulated, reflective learning. However, numerous challenges remain to be surmounted before metacognitive learning skills are viewed as being equal in importance and relevance to content-knowledge acquisition and are understood to be the complement to content mastery. This paper builds on work reported by Farrington and others in 2012 when they assembled a broader framework for noncognitive factors, of which learning strategies were a part. The paper begins by comparing the Farrington model with other models of learning strategies, proceeds to considering examples of innovations in the field, and concludes by identifying implications for the field moving forward. The intent of this paper is not to advance a singular definition, model, or implementation process for learning strategies, but rather to review the current state of the field and the issues that need to be understood and confronted to move beyond research and toward action.
Students’ Perception toward Implementation of Metacognitive Strategy in Higher Education
EDULINK EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL
Metacognitive strategy is described as a thinking strategy of gaining knowledge and comprehension by knowing what students know and what they do not know. Since college students struggle to be successful in their study, they should have an awareness of applying this strategy in learning, so it can empower them to think about their own thinking process, enhance their control over their learning, and increase their autonomy to reach the goals. Therefore, teachers should consider incorporating metacognitive strategies in designing a lesson plan. This study aims to investigate the students’ perception toward metacognitive strategies used in class. It was done in two classes in D3 English Department. The participants consist of 49 students. Data was gained from distributing questionnaire to students after metacognitive strategies was applied in the class. There are two types of data, quantitative and qualitative data. The quantitative data was analysed using descriptive analysis, the qua...
Scaffolding cognitive and metacognitive strategy instruction in regular class lessons
Instructional Science
The quality of teachers’ knowledge about how people learn influences students’ learning outcomes. Similarly, the quality of students’ knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning achievement. There is a gap between research findings that support these two premises and teaching–learning practices in classrooms. In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students’ cognitive and metacognitive strategy use and demonstrated that students’ cognitive and metacognitive strategy knowledge has substantial room for improvement. In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using learning protocols, into regular class lessons. Studies 2 and 3 showed that the learning protocols slipped readily into teachers’ typical lesson designs, scaffolded teachers’ delivery of strategy instruction, and scaffolded some students’ acquisition of strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students to engage with cognitive and metacognitive strategy instruction.
This study investigated the effects of learning strategies instruction on metacognitive knowledge, metacognitive skills, and achievement. An experimental pre-test/post-test control group design was used in the research. The study was conducted in the 2008-2009 school year on 6th grade students at Orgeneral Tural and Dikmeli Primary Schools located in the city center of Konya. Forty-two students participated in the study, 21 in the experimental group and 21 in the control group. Groups were equalized on the basis of the Learning Strategies Scale, Turkish Lesson Metacognitive Knowledge Interview Form, and pre-test results of Turkish Lesson Achievement Test. In the experimental group, strategy instruction was given by the researcher himself for 15 weeks, using a direct instruction approach. At the end of the study, it was found that learning strategies instruction increased awareness of strategy and metacognitive knowledge and it was effective in using metacognitive skills. It was also found that using metacognitive skills increased achievement.
This dissertation aims at investigating the impact of metacognitive strategy training on enhancing learners' learning and sense of autonomy at an early stage in learning English, at the middle school. After the adherence into a task-based pedagogy in Algeria, learners and teachers face difficulty in adopting their new roles. This study hypothesises that metacognitive strategy training helps learners to be autonomous and to raise their level of proficiency. It begins with defining the concept of language learning strategies and differentiating them from other close concepts. Then, issues related to strategy instruction are closely approached including the nature of strategy training, its effectivenessincluding enhancing learning and autonomy-, famous models and how it is evaluated. This experimental study was carried out in the middle school with fourth year learners during Fall term, over a period of two months. Metacognitive strategies were integrated explicitly within English lessons following Chamot et.al (1999) model. Helped by the researcher, the teacher of the experimental group took charge of implementing lesson plans or strategy instruction in class. The evaluation of the strategy training was both quantitative and qualitative in which research instruments used are: The Strategy inventory for language learning questionnaire, pre-test and post-test scores, think aloud and interviews for both learners and the training teacher.
A4-A METACOGNITIVE STUDY THE EFFECTS OF STRATEGY.pdf
The purpose of this study is to determine whether teaching vocabulary learning strategies to learners explicitly helps them improve their vocabulary knowledge. One hundred preintermediate preparatory class students were chosen randomly to participate in the study. The control and the experimental group were administered the pre-questionnaire and pre-proficiency test before the treatment. The analysis of the data obtained from those suggested that two groups do not have a statistical difference in terms of vocabulary proficiency (p = .407) and use of vocabulary learning strategies. The treatment, consisting of two-hour lessons a week about vocabulary learning strategies, took eight weeks. The subjects were given the post-questionnaire and the post-proficiency test and the results suggested that the control and the experimental groups had a statistical difference (p = .023) after the treatment process.
Metacognitive Strategies and Learning Styles
The purpose of this action research project was to help students become self-directed learners by determining what metacognitive strategies would be the most effective for a student's specific learning styles. Students were surveyed using the Perceptual Modality Preference Survey to determine their dominant learning styles. Students were then introduced to a new metacognitive strategy each week and asked to apply the strategy to their daily learning processes. Students were then asked to reflect on which metacognitive strategies best fit their learning styles. The results were then tallied to determine which strategies were preferred within the seven learning style groups.
Achieving metacognition through cognitive strategy instruction
The purpose of this paper is to present hands-on techniques that could help achieve higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) of Bloom’s revised taxonomy (2001) and progress towards self-actualization, the top of Maslow’s hierarchy (Maslow, 1987). These results can be achieved by combination of 3A approach (Apaydin, 2014) and integrative learning (Inkpen and Crossan, 1995). According to Bransford et al. (2000), a ‘metacognitive’ approach to instruction can help students learn to take control of their own learning and ultimately master an area of inquiry. While students’ thinking about their own learning is not an inherent part of other interactive methods such as a flipped classroom, it is the very basis of 3A approach. Therefore, in this paper we argue that addition of this approach to other teaching methods can potentially accelerate student ability to reach the top of Bloom’s taxonomy and Maslow’s pyramid. In the empirical part of the paper, we present the results of an exploratory study of student self-inquiry analyzed using content analysis method. The results indicate that students who underwent through metacognitive instruction method exhibit higher cognitive skills than the control group. These skills were manifested in more detailed and extensive responses, more long-term orientation and higher thrive towards self-development. The study also identified significant gender differences in student self-perception, goals and aspirations.