The Effect of Metacognitive and Self-Regulatory Strategy Instruction on Impoverished Students' Assessment Achievement in Physics

Author(s)

Jaunine FoucheFollow

Date

4-2013

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Scott Watson

Primary Subject Area

Education, General; Education, Secondary; Education, Sciences; Education, Sociology of; Education, Tests and Measurements; Sociology, Demography; Education, Curriculum and Instruction

Keywords

low-SES, metacognition, metacognitive instruction, science education, self-regulation, self-regulatory instruction

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Inequality and Stratification | Science and Mathematics Education

Recommended Citation

Fouche, Jaunine, "The Effect of Metacognitive and Self-Regulatory Strategy Instruction on Impoverished Students' Assessment Achievement in Physics" (2013). Doctoral Dissertations and Projects. 660.
https://digitalcommons.liberty.edu/doctoral/660

Abstract

The purpose of this nonequivalent control group design study was to evaluate the effectiveness of metacognitive and self-regulatory strategy use on the assessment achievement of 215 9th-grade, residential physics students from low socioeconomic status (low-SES) backgrounds. Students from low-SES backgrounds often lack the self-regulatory habits and metacognitive strategies to improve academic performance. In an effort to increase these scores and to increase student self-regulation and metacognition with regard to achievement in physics, this study investigated the use of metacognitive and self-regulatory strategies specifically as they apply to students' use of their own assessment data. Traditionally, student performance data is used by adults to inform instructional and curricular decisions. However, students are rarely given or asked to evaluate their own performance data. Moreover, students are not shown how to use this data to plan for or inform their own learning. It was found that students in the overall and algebra-ready treatment groups performed significantly better than their control group peers. These results are favorable for inclusion of strategies involving self-regulation and metacognition in secondary physics classrooms. Although these results may be applicable across residential, impoverished populations, further research is needed with non-residential populations.