Date of Award

Winter 2014

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

STEM and Professional Studies

Program/Concentration

Instructional Design & Technology

Committee Director

Linda Bol

Committee Member

Gary R. Morrison

Committee Member

Petros Katsioloudis

Abstract

Transitioning from high school students to college students can be a difficult task for students who do not know how to regulate their own study processes. Literature in the areas of metacognition, self-regulated learning (SRL), and question generation suggest a correlation between metacognitive awareness, SRL, and achievement. The present study was guided by efforts to improve college students' achievement by promoting generative learning strategies and metacognitive awareness. Fifty-one undergraduate students enrolled in a general education biology course at a southeastern university participated in this three-week experimental study. The researcher used the Metacognitive Self-Regulation Scale of the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) to examine changes in participants' metacognitive awareness after completing a self-paced online training module. Calibration accuracy was also used to measure metacognitive monitoring. Exam scores were used to measure achievement. One-way ANOVA's did not reveal significant differences between the treatment and control groups' mean scores on the metacognitive awareness or achievement measures. However, descriptive results within the treatment group revealed trends similar to those reported in the literature. Students who generated primarily application questions scored higher on the exam than students who generated primarily recall questions. Recommendations for future research, which include increasing the sample size and extending the treatment beyond three weeks, would increase the likelihood of revealing significant group differences.

DOI

10.25777/vq49-vq17

ISBN

9781321561753

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