Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement |
| |
| Authors: | Zemira R Mevarech Chagit Amrany |
| |
| Institution: | (1) School of Education, Bar-Ilan University, Ramat-Gan, 52900, Israel |
| |
| Abstract: | The present study addressed two research questions: (a) the extent to which students who were exposed to meta-cognitive instruction
are able to implement meta-cognitive processes in a delayed, stressful situation, in our case—being examined on the matriculation
exam; and (b) whether students preparing themselves for the matriculation exam in mathematics, attain a higher level of mathematics
achievement and meta-cognitive awareness (knowledge about cognition and regulation of cognition) as a result of being exposed
to meta-cognitive instruction. Participants were 61 Israeli high school students who studied mathematics for four-point credit
on the matriculation exam (middle level). About half of the students (N = 31) were assigned to meta-cognitive instruction, called IMPROVE, and the others (N = 30) studied with no explicit meta-cognitive guidance (control group). Analyses included both quantitative and qualitative
methods. The later was based on students’ interviews, conducted about a couple of months after the end of the intervention,
immediately after students completed the matriculation exam in mathematics. Results indicated that IMPROVE students outperformed
their counterparts on mathematics achievement and regulation of cognition, but not on knowledge about cognition. Furthermore,
during the matriculation exam, IMPROVE students executed different kinds of cognitive regulation processes than the control
students. The theoretical and practical implications of the study are discussed. |
| |
| Keywords: | Meta-cognitive instruction IMPROVE meta-cognitive awareness Knowledge about cognition Regulation of cognition Mathematics achievement |
| 本文献已被 SpringerLink 等数据库收录！ |
|
