Improving Student Performance with Metacognitive Suggestion
This poster describes an experiment in two identical online upper-division classes in spring 2019. I exposed the experimental group to Bloom’s Taxonomy, Dr. Stephen Chew’s five videos on “How to Get the Most out of Studying” and the work of Dr. Saundra McGuire. The control group had no interventions. Five activities comprised course grades: discussions, quizzes, a research draft, a research paper, and a summary post. Results showed that the experimental group scored higher in four of five categories by as much as 5%. The results suggest that a non-graded, minimalist introduction to metacognition can improve student performance.
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