To see the other types of publications on this topic, follow the link: Student’s metacognition.
Dissertations / Theses on the topic 'Student’s metacognition'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Student’s metacognition.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Sulieman, Nidal, and Abeer Wannus. "Effects of Teachers’ Knowledge of formative assessment on teachers’ practices & students’ metacognition : A literature review." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43030.
Full textAbstract:
This literature review examines two major areas: firstly, the impact of teachers’ knowledge about formative assessment on teachers' practices in the classroom; secondly, the role of formative assessment in raising students’ metacognition and how formative activities lead to raising students’ self-awareness and self-regulation. This paper also aims to shed light on the interdependence relation between formative assessment and teaching in general. Ten different primary studies relevant to formative assessment and its effects on teaching/learning have been chosen to investigate the formative assessment in relation with the school subjects and particularly with English as a Foreign Language. The data was collected by exploring different electronic websites. The results of this literature review show that teachers' knowledge of the formative assessment has significant influencing factors on their practices and on supporting students’ metacognition; however, the implementation of formative assessment continues to be hazy.
2
Todorov, Ivo. "An inquiry about students’ naïve knowledge of metacognitive strategies and the delayed JOL effect." Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-59023.
Full textAbstract:
Properly tuned metacognitive knowledge is important for setting up realistic learning goals. One of the more robust findings in metacognitive science, the delayed JOL effect, pertains to the fact that delaying judgments of learning (JOL) leads to more accurate monitoring of one’s learning. Thirty students were tested on their knowledge of metacognitive strategies. They were asked to study paired associates, make JOLs, and were later tested with a cued recall test, as well asked about the efficacy of strategies for making JOLs. There was a significant positive effect in monitoring accuracy, from delaying JOLs, yet the participants showed poor explicit knowledge of it, and neither did their choice of strategy improve with task experience. The results demonstrate the important role of correct assessment during ongoing learning, and that even experienced learners, such as, university undergraduates are seemingly unaware of which strategies lead to optimal monitoring.
3
Hill, Don. "Mathematics teacers' strategies for supporting students' metacognitive development: Has theory been realized in practice?" Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19132.
Full textAbstract:
The purpose of this study is to investigate (1) how mathematics instructors develop their students’ metacognitive abilities concretely within mathematics instruction and (2) whether these teachers feel adequately prepared to develop their students’ metacognitive abilities. Qualitative email interviews with credentialed secondary school mathematics teachers in Sweden were used. Analysis of the participants’ interview responses indicate that the participants reported a limited use of the metacognitive teaching strategies described in the research. Although teacher responses indicated stress, frustration, and irritation and their responses indicated limited proficiency in their intuitive declarative metacognitive knowledge of thinking skills, whether or not teachers feel adequately prepared to develop their students’ metacognitive abilities cannot be completely answered by this study.
4
Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.
Full textAbstract:
In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.<br>The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.<br>These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.
5
RYSZ, TERI. "METACOGNITION IN LEARNING ELEMENTARY PROBABILITY AND STATISTICS." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1099248340.
Full text
6
Peters, Erin E. "The effect of nature of science metacognitive prompts on science students' content and nature of science knowledge, metacognition, and self regulatory efficacy." Fairfax, Va. : George Mason University, 2007. http://hdl.handle.net/1920/2831.
Full textAbstract:
Thesis (Ph.D.)--George Mason University, 2007.<br>Title from PDF t.p. (viewed Oct. 29, 2007). Thesis director: Anastasia Kitsantas. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Vita: p. 183. Includes bibliographical references (p. 171-182). Also available in print.
7
Alnasib, Badiah Nasser M. "Practices from lecturers' and undergraduate students' perspectives in the Faculty of Education at a university in Saudi Arabia." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33091.
Full textAbstract:
Many studies evidence the importance of metacognition in successful learning. Metacognitive skills improve the academic outcomes of learners. Additionally, metacognitive skills build lifelong learning skills, which are transferable to employment and other contexts. As such, developing metacognition in students is of great value to universities as society as a whole. This study explores the perceptions of lecturers and student teachers in a College of Education at a University in the Kingdom of Saudi Arabia (KSA) regarding the presence and promotion of metacognitive skills at the University in which the study took place. The study spanned three departments in the College, namely Kindergarten, Special Education, and Art Education. The study employs an interpretive research approach and case study methodology to gather this rich understanding of lecturers’ and students’ perceptions. Data were collected from twelve lecturers and twelve undergraduate students through a combination of lecture room observations, semi-structured interviews, and group interviews. The most significant finding emerging from this study is the lack of lecturer participants’ knowledge regarding metacognition generally. My study found that skills such as planning, monitoring, and evaluating skills were sometimes present in their teaching, but were not used to engage students in thinking metacognitively or developing their own metacognitive abilities. I found that metacognition was not present consistently or intentionally in lecture rooms. The findings further exposed some obstacles which could inhibit the promotion of metacognition in higher education in KSA. For example, traditional methods of rote learning were shown to discourage metacognitive thinking. Large student numbers and lecturers’ lack of time could prohibit lecturers from investing in teaching metacognitive skills to their students. Students’ apathy towards anything other than memorising facts to pass examinations and acquire grades could also demotivate them to learn valuable skills like metacognition without comprehensive changes to educational norms. The study identified multiple ways in which metacognition could be promoted in higher education in KSA. For example, diversifying teaching practices to include more active learning methods such as discussion and questioning would be more effective than the current prevalent method of lecturing and learning by memorising. Lecturers could role-model metacognitive skills to their students by incorporating metacognition into their own practice, and thus incorporate it into existing courses. Students could be motivated to develop metacognitive skills by discovering the benefits to them of metacognition on both their academic success and their future careers. The study’s findings supported the importance of including metacognition in higher education and advocating it to students as a valuable skill. Thus, there is a need to establish mechanisms or frameworks for integrating metacognition into higher education in KSA, and communities of practice which support the development of metacognitive skills among lecturers and student teachers who will be the teachers of tomorrow. I therefore offer a model with recommendations for practical uptake to expedite this, and support it with this study's evidence.
8
Houston, Caroline Elizabeth Houston. "The effects of metacognitive strategies on math problem solving ability in gifted second grade students." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1498767641243318.
Full text
9
Sendurur, Emine. "Effects Of A Web-based Internet Search Scaffolding Tool On Metacognitive Skills Improvement Of Students With Different Goal Orientations." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12614286/index.pdf.
Full textAbstract:
In this study, the aim was to investigate the effects of the web-based internet search scaffolding tool (WISST) on the improvement of metacognitive skills of 7th grade students associated with their goal orientation. This study utilized a static-group pretest-posttest design. The first experiment group received web-based metacognitive scaffolding tool treatment<br>the second experiment group received teacher-based metacognitive scaffolding<br>and the control group had no scaffolding. The designed tool aimed to scaffold users throughout web searching by emphasizing certain metacognitive skills improvement. Three main instruments were used to gather data: metacognition inventory for Internet search (MIIS), patterns of adaptive learning scale (PALS), and achievement test. 76 7th grade elementary school students in Ankara, Turkey participated in this study. The data gathered from the participants were analyzed through quantitative and qualitative data analysis methods. The results of the study indicated that WISST tool helped students improve certain metacognitive skills including monitoring, planning, controlling, and strategy generation. Its unique effectiveness was on the improvement of controlling skills. Teacher scaffolding group was also successful in improvement of strategy generation skills. No effects of goal orientations on the improvement of metacognitive skills were found in the analyses. Within hierarchical regression models, only pre-MIIS scores significantly contributed to the model. Students having less improved metacognitive skills were found associated with less trials and less visits. Students having poor performance work grades were tended to copy-paste more, try less, and visit less. Task difficulty and task type was observed to influence the search patterns of students. Search patterns and reflections also indicated that scaffolded groups made positive difference in search patterns.
10
Accetturo, Christine M. "A scale for the measurement of metacognitive reading awareness in developmental college students." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019470.
Full textAbstract:
Scale titled the Metacognitive Reading Measure (MRM) based on Index of Reading Awareness (IRA) by Jacobs and Paris (1987) with adaptations made by the researcher was developed and evaluated for this study to measure metacognitive reading awareness in developmental college students. Procedure for scale development outlined by DeVellis (1991) was followed. The readability, reliability, and validity of the instrument were investigated.MRM scores from 287 undergraduate, developmental college student subjects enrolled in college reading or study skills courses at a medium sized Midwestern university were used. Student reactions from pilot testing, evaluations from reading specialists, and readability estimates were used to assess suitability and content validity.Reliability investigations showed the scale has internal reliability (( = .79) and test-retest correlations demonstrated reliability over time (r = .75).MRM could be read independently by developmental college students because the Homan-Hewitt, Fry, and Raygor methods of estimating readability yielded results within the sixth to eighth grade reading levels.MRM had content validity based on opinions of five reading specialists and links to current literature. MRM had limited concurrent validity with self awareness of study skills of information processing (r = +.38, p =.000) and selecting main ideas (r = +.40, p = .000). MRM had weak concurrent validity with general verbal skills as measured by SAT Verbal test (r = +.26, p= .000), and no concurrent validity with reading comprehension achievement from the Nelson Denny Reading Test (r =+.04, p = .76).Results of exploratory factor analysis indicated a three-factor solution with subscales for beneficial reading behaviors, negative reading behaviors, and text factors effecting reading comprehension, not four categories of metacognition from the Flavell (1978) and Jacobs and Paris (1987) definitions which were used for this study. The arrangement of items into the three factors suggests an alternative direction for the definition of metacognition in simpler terms, understandable to the developmental populations to which metacognitive strategy instruction is aimed.The MRM would be suitable for classroom use and further research into metacognitive reading awareness.<br>Department of Elementary Education
11
Panganayi, Mupenyu Felix. "Developing metacognitive skills in secondary school students." Thesis, Open University, 2018. http://oro.open.ac.uk/58321/.
Full textAbstract:
The research in this thesis focussed on whether metacognitive instructional methods can support the development of metacognitive skills (MS) awareness, and student achievement in secondary school students during problem solving in stoichiometry. The research involved four studies. The first was a quasi-experiment using the metacognitive skills framework (MSF) to support students. The intervention was conducted by a chemistry teacher, for one hour/week over three weeks, with pre- and post-test assessments. There was a control group (N=19) and an experimental group (N=22). There was no significant improvement in MS awareness, however, there was a significant improvement in stoichiometric achievement for the experimental, but not the control group. Study 2 involved a comparison of MSF (N=21); metacognitive skills modelling (MSM; N=17), another less explicit instructional method; and a control group (N=23). Similar measures to those in Study 1 were used. The three groups failed to show significant improvement over time in MS awareness. However, the MSF and Control groups showed significant improvement in stoichiometric achievement. Study 3 concerned the students' MS awareness and use. An interview group was drawn from each of the three conditions and was asked a series of semi-structured questions. The MSF and control groups gave answers which suggested higher MS awareness and use compared to MSM group. This was not expected and consequently Study 4 was conducted. Study 4 involved interviews with the teachers of the students in the three conditions. Some of the findings in Study 2 could be explained by the control group teacher supporting MS awareness and use, and that this group had a public examination in chemistry shortly after the study. Thus, the findings from this research suggest that use of the MSF is associated with increased scores in stoichiometry. However, further research is needed to better understand the effects of interventions on the enhancement of metacognitive skills awareness and use.
12
Tso, Wai-chuen. "Enhancing students' mathematical problem solving abilities through metacognitive questions." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35384347.
Full text
13
Tam, Mei Hing Sandy. "Metacognitive awareness and reading strategies of students in a vocational college." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/372.
Full text
14
Hawkins, Rebecca Evon. "Classifying and characterizing student writers' metacognition : a social cognitive ethnography /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1402169471&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full text
15
Kosine, Natalie R. "Self-advocacy, metacognition, and transition in college freshmen with learning disabilities." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1216741321&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full text
16
Leader, Wendy Shaub. "Metacognition Among Students Identified as Gifted or Nongifted Using the DISCOVER Assessment." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193777.
Full textAbstract:
Metacognition is an umbrella term that encompasses many related constructs about the knowledge and regulation of one's own thinking processes. Metacognitive knowledge about memory and attention has been found to correlate with intelligence levels and has been viewed as one component of giftedness. In this paper, definitions of both metacognition and giftedness are explained and situated in context so that the relationship between the two may be explored further. I also describe traditional and nontraditional methods of identifying children as gifted. While previous studies of metacognitive differences between gifted and nongifted children have been based on students traditionally identified as gifted, my study employed a non-traditional identification method, the DISCOVER assessment. In the study, I examine metacognitive knowledge about three elements: memory, attention, and decision making, in gifted and nongifted second-graders through an interview. The two main purposes of the study were to explore metacognitive knowledge about decision making, which had not been studied previously, and to see if varying the method of identification for giftedness would affect the metacognitive advantage for gifted children found in prior studies. No significant differences were found among the types of metacognitive knowledge studied. Statistically significant differences were found between the scores of gifted and nongifted children, with gifted children demonstrating greater ability to articulate their metacognitive knowledge. A qualitative discussion of students' responses illustrates areas in which the two groups of children differed in their understanding of their own thinking.
17
SCARBOROUGH, THOMAS COLIN. "LOCUS OF CONTROL AND METACOGNITION IN HIGH SCHOOL STUDENTS: A CORRELATIONAL STUDY." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183786.
Full textAbstract:
The primary purpose of this study was to determine the degree to which two psychological variables, locus of control and metacognition, are correlated in high school students. In addition, the study considered the effects of such secondary variables as grade level, ethnic status and sex on locus of control and metacognition during the high school years. Data were gathered from 102 subjects enrolled in four high school English classes. The subjects completed a package containing two instruments. The Rotter Internal-External scale was used to assess locus of control. Low score values on this instrument are indicative of an internal locus of control, while high values typify persons having an external locus. An index of metacognition was provided by a researcher-prepared instrument composed of a cloze task in which each response was accompanied by a prediction of correctness. The correctness of responses, paired with the prediction values, provided for calculation of an index of metacognition which could subsequently be correlated with scores on the locus of control measure. The subjects completed a short questionnaire which identified such personal characteristics as their year in school, ethnic status and sex. Identification of these variables provided for an investigation of the effects of these factors on locus of control and metacognition. Results of hypothesis testing indicated a significant (alpha = .05) negative correlation between locus of control and metacognition. Subjects with an internal locus of control tended to have higher levels of metacognition. No significant differences were found between either mean locus of control scores or mean metacognition scores when these values were compared across the secondary variables of grade level, ethnicity and sex. The values of the correlation coefficient between locus of control and metacognition were not found to differ significantly when compared across grade level, ethnicity and sex. Based on the results of hypothesis testing it was concluded that locus of control and metacognition are correlates. The lack of significant differences when each variable was compared across grade levels, minority/non-minority status and sex led to the conclusion that the correlation between the primary variables is a general one, not dependent on linkage to one of the secondary variables investigated.
18
Yimer, Asmamaw Ellerton Nerida F. "Metacognitive and cognitive functioning of college students during mathematical problem solving." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128290.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed Dec. 9, 2004. Dissertation Committee: Nerida F. Ellerton (chair), Sherry L. Meier, Norma C. Presmeg, Beverly S. Rich. Includes bibliographical references (leaves 179-191) and abstract. Also available in print.
19
Farmer, Angela M. "The effects of metacognitive journaling on the test scores of secondary Algebra One students." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Full text
20
Tso, Wai-chuen, and 蔡偉全. "Enhancing students' mathematical problem solving abilities through metacognitive questions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35384347.
Full text
21
Bowler, Leanne. "The metacognitive knowledge of adolescent students during the information search process." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94187.
Full textAbstract:
Metacognitive knowledge is a critical piece of the information literacy puzzle. In a world of exploding information and communications possibilities, the difficulty for users of information systems and services may not lie in finding information but in filtering and integrating it into a cohesive whole. To do this, they must be able to make sense of it, an act that assumes knowledge about one’s own information needs, goals and abilities. This type of self-knowledge - called metacognitive knowledge - has three basic components: knowledge of one’s self, knowledge of the nature of a cognitive task in relation to one’s own cognitive abilities, and knowledge of how and when to effectively use cognitive strategies to complete a cognitive task. Such knowledge, when used in information seeking, may help users to solve complex information problems. There is perhaps no other user group who could benefit more from the development of metacognitive knowledge than adolescents, aged 16 to 18. On the cusp of adulthood, they face many of the complex information problems of adults, but as “novice adults” their depth of knowledge on most topics may be shallow simply because they have only experienced life for a handful of years. This study used naturalistic research methods to investigate the metacognitive knowledge of adolescents as they searched for, selected and used information for a school-based, inquiry project, within the framework of Kuhlthau’s Information Search Process (ISP). It was conducted over a four-month period in a Montreal-area CEGEP (post-secondary educational institutions in Quebec). The participants were students in their first year of CEGEP (equivalent to grade 12). Ten participants, ranging in age from 16 to 18, each kept a written or audio journal in which they recorded their thoughts, feelings, actions, and self-prompting questions, participated in four interviews, three conducted by telephone and one face-to-face, and completed a visualizing ex<br>La connaissance métacognitive est essentielle à la maîtrise de l’information. Dans un monde où les possibilités en matière d’infonnation et de communication ont explosées, la principale difficulté pour les utilisateurs des systèmes et des services d’information ne consiste pas tant à trouver l’ infonnation qu’à la filtrer et à l’intégrer à un tout cohérent. Pour y arriver, ils doivent être en mesure de la comprendre, ce qui présuppose la connaissance de ses propres besoins, objectifs et habiletés en matière d’information. Ce type de connaissance de soi - appelé connaissance métacognitive - est constitué de trois composantes de base: la connaissance de soi, la connaissance de la nature d’une tâche cognitive en relation avec ses propres habilités cognitives et la connaissance du comment et du quand utiliser efficacement les approches cognitives pour effectuer une tâche cognitive. De telles connaissances utilisées pour rechercher de l’information peuvent aider l’utilisateur à résoudre des problèmes d’information complexes. Le groupe d’utilisateurs à qui le développement de la connaissance métacognitive peut profiter le plus est probablement celui des adolescents de 16 à 18 ans. Sur le point de devenir des adultes, ils sont confrontés à nombre des problèmes d’information complexes des adultes, mais en tant que jeunes adultes, la profondeur de leur connaissance dans la plupart des domaines peut être limitée, leur expérience de la vie ne reposant que sur quelques années. La présente étude a employé les méthodes qualitatives de recherche en milieu naturel pour analyser la connaIssance métacognitive des adolescents pendant qu’ils recherchaient, triaient et utilisaient l’ infonnation pour un projet de recherche scolaire dans le cadre du processus de recherche d’information (Information Search Process (ISP)) de Kuhlthau. L’étude s’est poursuivie sur une période de quatre mois dans un des cé
22
Mok, Sui-kei, and 莫瑞祺. "Metacognitive strategy training: an examination of geometrical problem solving in Form Four students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956671.
Full text
23
Davis, Ann. "So I'm done because I'm confused now measuring metacognition in elementary algebra community college students /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=2026651711&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full text
24
Mccord, Rachel. "Thinking About Thinking in Study Groups: Studying Engineering Students' Use of Metacognition in Naturalistic Setting." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/49774.
Full textAbstract:
Metacognition has been identified as a critical skill set for learning in problem solving, conceptual understanding, and studying, all of which are key in any undergraduate engineering curriculum. Though significant research has identified metacognition as critical in learning, most of this research has been conducted in experimental settings and has focused on individual engagement. While experimental settings provide evidence that metacognition is important to learning, these controlled studies do not tell us if students actually engage in metacognition in their own contexts. The purpose of this research study was to describe the metacognitive habits of engineering students in the naturalistic setting of study groups as well as contextual factors that supported this engagement. In order to accomplish this, I developed a methodological approach useful for identifying metacognitive engagement in naturalistic settings. In this ethnographically-inspired qualitative study, I used participant observations as my primary source of data and ethnographic interviews as supplemental data. Three study groups participated in this study and represented a diverse range of strategies for learning and studying.
In order to identify the metacognitive behaviors of the study participants, I developed the Naturalistic Observations of Metacognitive Engagement (NOME) coding strategy, a coding scheme that can be used to identify metacognitive engagement in naturalistic settings involving undergraduate engineering students. Through the use of the NOME for coding the observational transcripts, I found that undergraduate engineering students engage in metacognitive engagement in different ways and certain metacognitive behaviors are engaged in at a higher rate than others. From an analysis of the observational fieldnotes, I found that contextual factors such as learning environment, study group schedule, study group purpose, learning resources, and workload potentially impact the way in which engineering students engage in metacognitive practices. The findings of this study provide important implications for researchers in metacognition and engineering education, educational practitioners, students, and the research site and participants from which the data was collected.<br>Ph. D.
25
Scott, Brianna Michelle. "Exploring the effects of student perceptions of metacognition across academic domains." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331280.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2008.<br>Title from PDF t.p. (viewed on Jul 23, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4247. Adviser: Joyce Alexander.
26
Sweeney, Carly Mara. "The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/433.
Full textAbstract:
The purpose of this study was to investigate the metacognitive functioning of students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students within the context of math problem solving. Metacognition, that is, the awareness individuals have regarding their own mental processes and ability to self-regulate performance, is an important predictor of learning. Deficits in metacognition have been attributed to an inability to effectively balance the cognitive and metacognitive strategies necessary for successful problem solving. Students with LD have considerable difficulty with self-regulation. This study investigates three components of metacognition: metacognitive knowledge, metacognitive experience, and metacognitive skills. The differences in these components among students with LD (n = 15), LA students (n = 38), and AA students (n = 29) and their influence on students' math word problem solving was studied. Furthermore, the relationships among the three components of metacognition were investigated in the context of ability group differences. To assess metacognitive functioning, students were administered a structured interview and a survey and they solved three math word problems while thinking aloud. Additionally, to assess math problem-solving ability, students were administered a 10-item math word problem-solving test. Results indicated that students with LD demonstrated a different pattern of metacognitive function than AA students and LA students. Students across ability groups look relatively equivalent in the quantity of metacognitive skills. However, when discriminating between the type and quality of the metacognitive skills employed, ability group differences were evident. Ability group differences in metacognitive functioning emerged with respect to problem difficulty. The directions of the relationships among the components of metacognition were the same across ability groups. However, the magnitude and strength of the relationships differed by ability. Additionally, metacognitive knowledge was a significant predictor of math word problem-solving performance for AA students, but not for the other ability groups. Furthermore, there was a significant difference in the relationship between metacognitive experience and math word problem solving for students with LD and AA students. Educational implications are discussed for teaching students to use metacognition during problem solving.
27
Otis, Kevin H. "Metacognition : a valuable aid to understanding for medical students in problem-based learning." Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/2596/.
Full textAbstract:
This study involved the first year medical students at the University of Glasgow and was designed to instil the students with metacognition. The students were briefly introduced to the concepts of context specificity, rote memorisation, and the variation in leaning styles. They were then given instruction in concept mapping stressing the metacognitive comfort of chunking and linking information. Emphasis was placed on thoughtful reflection and the integration of various disciplines. The students were told that the quality and effectiveness of their concept maps could not be assessed by anyone else. Following their normal process the students, in small groups, read the patient scenario, listed the main issues on the board and discussed each in turn. When the discussion was completed six to eight questions were generated based on gaps in knowledge highlighted during the discussion. The students individually sought answers to the questions posed. Before returning to their group for a final discussion of the questions the test subjects were asked to: put away all notes and texts, reread the scenario, using the 3-part NCR form provided construct a concept map indicating how you understand the problem, tear off bottom page of the form. The students were then instructed to take out notes and texts and make any corrections or additions desired, then tear off the bottom page of their form. The two concept maps were turned in at the beginning of the next PBL session. The students retained the top sheet of the 3-part form for their notes. Data was collected from 9 PBL groups for 10 scenarios, 546 2-part maps in all. The collected concept maps were analysed for general layout and quantity of data but not for accuracy. This analysis yielded some insight into concept formation and a quite surprising consistency of data bits for an individual over a variety of scenarios.
28
Abbott, Amar Isa. "How California Community College Students with Learning Disabilities Acquire Metacognition| A Phenomenological Approach." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10838971.
Full textAbstract:
<p> This phenomenological study examined the experiences of students with learning disabilities (LD) in acquiring the metacognitive skills necessary for success in California community college. Within 8 years of high school graduation, over 67% of young adults with LD will enroll in post-secondary education, many choosing a community college. The rate of community college completion for adults with LD, however, is nearly 10% lower than the general population (National Center for Learning Disabilities, 2014). Metacognitive skills have been shown to contribute to the success of LD students in college. </p><p> To identify college-level students who have acquired metacognitive ability, the researcher employed the Metacognition Awareness Inventory (MAI). Five students who scored at least 70% on this instrument were interviewed using a semi-structured interview protocol. Analysis of the interview data was conducted using the a priori codes that emerged from the review of literature. </p><p> The study revealed that the research participant’s used a variety of metacognitive skills and strategies to accomplish their individual and academic goals. The three major strategies that LD students used to learn metacognition were a) formal learning, b) informal learning, and c) adaptation over time. Given California’s community college system being the largest system of postsecondary education in the world and the number of students with LD who are enrolled in the system, the results of this study could affect the way community colleges educate thousands of students with disabilities. </p><p>
29
Egenti, Henrietta N. "Relationships of Approaches to Studying, Metacognition, and Intellectual Development of General Chemistry Students." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115074/.
Full textAbstract:
This study investigated approaches to studying, intellectual developments, and metacognitive skills of general chemistry students enrolled for the spring 2011 semester at a single campus of a multi-campus community college. the three instruments used were the Approaches and Study Skills Inventory for Students (ASSIST), the Learning Environment Preferences (LEP), and the Executive Process Questionnaire (EPQ). the subjects were 138 students enrolled in either general chemistry 1 or 2. the results revealed that the preferred approach to study was the strategic approach. the intellectual development of the students was predominantly Perry’s position 2 (dualist) in transition to position 3 (multiplicity). Correlation statistics revealed that deep approach to studying is related to effective employment of metacognitive skills. Students with a deep approach to studying were likely to utilize effective metacognitive skills. Students with a surface approach to studying used no metacognitive skills or ineffective metacognitive skills. Multiple logistic regression analysis was conducted to ascertain which of the three variables, namely approaches to studying, ability to metacognate, or level of intellectual development, was the most salient in predicting the success of general chemistry students. No single variable was found to predict students’ success in general chemistry classes; however, a surface approach to studying predisposes general chemistry students to fail. the implication of this study is that students’ study approaches, intellectual developments, and metacognitive skills are requisite information to enable instructional remediation early in the semester.
30
Yuruk, Nejla. "An analysis of the nature of students' metaconceptual processes and the effectiveness of metaconceptual teaching practices on students' conceptual understanding of force and motion." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118949384.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xxii, 409 p.; also includes graphics Includes bibliographical references (p. 351-364). Available online via OhioLINK's ETD Center
31
Bireda, Martha Russell. "Adult students' perceptions of educational barriers demographic and metacognitive factors /." Gainesville, FL, 1987. http://www.archive.org/details/adultstudentsper00bire.
Full text
32
Lemmens, Juan-Claude. "Metakognisie, intrinsieke prestasiemotivering en kritiese denke as korrelate van akademiese sukses onder eerstejaar-sielkunde studente." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-05222007-142504.
Full text
33
Levin, Niva 1958. "THE EFFECT OF BACKGROUND KNOWLEDGE ON COMPREHENSION MONITORING OF LEARNING-DISABLED STUDENTS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276472.
Full textAbstract:
The purpose of this study was to examine the effect of background knowledge on comprehension monitoring of learning disabled students when reading expository texts with inconsistencies and when topic interest was controlled. Eight fifth- and sixth-grade learning disabled students were asked to rate their levels of knowledge and interest for 30 topics and then answered a background knowledge survey to determine three high background knowledge and three low background knowledge topics, both of medium interest. An expository passage was adopted for each of the six topics, controlling for readability, length, and structure. Each passage contained inconsistencies in the main idea and in the details, and each was followed by ten probe questions. Responses to text inconsistencies were analyzed with percentages, and a non-parametric statistical method was performed on the use of strategies. The results from the study provided additional support for the conceptualization of learning disabled students as inactive learners.
34
Wan, Kit-ying, and 溫潔瑩. "Metacognitive awareness and reading strategy use of ESL students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/192948.
Full textAbstract:
This study explored the metacognitive awareness of reading strategies used among F.3 English as a Second Language (ESL) students enrolled in a band 1 secondary school in Hong Kong. Usage as well as strategic knowledge of reading strategies of high and low English proficiency students were compared quantitatively and qualitatively. In the quantitative portion of the study, 37 students responded to the Metacognitive Awareness of Reading Strategies Inventory (MARSI), which is designed to assess matacognitive awareness and perceived usage of reading strategies of adolescent and adult ESL readers when they read school-related materials. In the qualitative portion of the study, four participants (2 female and 2 male) from the high proficiency group and four participants (2 female and 2 male) from the low proficiency group participated in a semi-structured interview, which aimed to elicit their strategic knowledge in reading English.
Results revealed that Hong Kong ESL students on the whole used a wide range of reading strategies. High-proficiency ESL students were more able to verbalize the strategic knowledge and strategic resources available to them. They showed better understanding on planning for reading, monitoring their comprehension and tackling reading difficulties. In contrast, the low-proficiency group showed limited strategic knowledge on why and how to employ the reading strategies. Moreover, their utilization of reading strategies seemed to be confined to their limited lexical and vocabulary knowledge in ESL reading. Based on the findings, some practical implications for ESL reading-strategy instruction are drawn. Limitations of this study and recommendations for further research were discussed.<br>published_or_final_version<br>Linguistics<br>Master<br>Master of Arts
35
Sayre, Eleanor C. "Advanced Students' Resource Selection in Nearly-Novel Situations." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/SayreEC2005.pdf.
Full text
36
Johnson, Iris DeLoach, and Nirmala Naresh. "Using A Computer Pen to Investigate Students' Use of Metacognition during Mathematical Problem-Solving." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82469.
Full text
37
Castillo, Melanie M. "Metacognitive Beliefs, Emotion Regulation Strategies, and Predisposition to Auditory Hallucinations in College Students." Xavier University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1510306577388116.
Full text
38
Kelly, Danielle. "The individual and social complexities of metacognition in education-based learning." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27627.
Full textAbstract:
Metacognition, the knowledge and regulation of our cognitions, is an essential part of our learning. Metacognition has been linked to academic performance at all levels of education. Metacognitive skills, however, are likely to differ depending on that level. The current thesis aims to address four key questions. Firstly, how do metacognitive skills differ between undergraduate and postgraduate education? The metacognitive experiences and skills of 20 doctoral students were examined through semi-structured interviews. Thematic analysis indicated that, whilst doctoral students score above average on metacognitive skills questionnaires, doctoral students’ metacognitive development is influenced by peer interaction and environment. Considering the findings presented at postgraduate level, the second question addressed was what role does social context play in metacognition at undergraduate level? The relationship was measured using both experimental and self-report measures in a first-year undergraduate population. The findings suggested that first year students are not capable of working effectively with others. The lack of capability stems, in part, from normative beliefs suggesting that the participants’ peers think in a similar way to them. These relationships could also be due to individual differences, for example personality. The third question addressed, therefore, was do individual differences play a part in these relationships? Self-report measures of metacognition and personality were administered to undergraduates in all years of study. Correlational and moderation analyses indicated that conscientiousness plays a role in the implementation of metacognition in the later years of study. First-year performance, in comparison, was strongly related to extraversion, suggesting that the previous relationships found between social context and metacognition could potentially be impacted by a person’s personality. Finally, can we implement the information achieved here into an intervention to improve the metacognitive skills of secondary school students? An intervention designed to promote metacognitive skills in group contexts was implemented in a secondary school classroom of 20. The intervention lasted for 6 weeks. By the end of the intervention, analysis of Think Aloud Protocols indicated a marked difference in student’s problem-solving ability and their communication skills. Overall, the findings support the idea that metacognitive skills differ between levels and years of study. Yet, the role of social context and individual differences in metacognition could be key to improving academic performance at all levels of education.
39
Jones, Brian Lindley. "Developmental Math Students' Calibrated Judgments of Learning." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5995.
Full textAbstract:
Calibrated Judgments of Learning (CJOL) represent the degree to which students' judgments of learning (JOL) relate to their actual learning. Although a substantial amount of research has been conducted on calibration and JOL in various domains of psychology, only a growing number of studies have begun to address the use of CJOL in applied educational settings. This study investigated the use of CJOL in university developmental math courses. Study participants included 185 men and 100 women with ages ranging from 18 to 61 years (M = 23.48, SD = 5.95). Study results indicate that these developmental math students were fairly accurate in their perceptions of their math performance. When inaccurate, students most commonly under estimated their performance. Students' accuracy was also greatly influenced by the difficulty of math questions on the tests. High performing students were consistently more accurate than lower performing students. Over the course of the study, students received feedback on their accuracy in an attempt to facilitate improved accuracy. Results indicated that students' accuracy decreased with time; likely this was due to the increase in the difficulty of math questions on each test.
40
Kwong, Oi-man. "The effect of metacognitive training on the problem solving behaviour of primary 6 students." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35517797.
Full text
41
Hemmye, Carol Lynn. "Metacognitive and learning strategies used by adult novice web-based students." [Pensacola, Fla.] : University of West Florida, 2004. http://purl.fcla.edu/fcla/etd/WFE0000034.
Full text
42
Welsh, Ashley Jayne. "Investigating undergraduate students' metacognitive transformations in an introductory organic chemistry course." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52394.
Full textAbstract:
Recently, there has been a considerable number of curricular and pedagogical reform efforts in undergraduate science education to shift from traditional methods of lecturing and assessment to more active, learning-centered environments. While these shifts have introduced significant improvements in students’ conceptions of and engagement with science, the importance of how students learn science is often overshadowed. More specifically, there exists a need to address and enhance students’ metacognitive knowledge and regulation to assist them in effectively monitoring, evaluating, and planning their learning. This study investigated the catalysts that influenced students’ metacognitive transformations in an introductory organic chemistry course for biological science majors. A case study approach employing a combination of surveys, classroom observations, and interviews was used to investigate: 1) the catalysts (and their characteristics) influencing students’ metacognitive transformations; 2) the role of social environments in these transformations; and 3) the supports/barriers various groups of students perceived as influential to their metacognitive transformation. Analysis of the data corpus suggested performance-based assessment methods as the most influential to students’ metacognitive transformations and as overshadowing the resources designed to enhance students’ metacognition and self-efficacy. Despite the desire to engage students with their learning, the results from the SEMLI-S (Self-Efficacy and Metacognition Learning Inventory – Science) survey revealed a significant drop in students’ ability: to connect constructively with the course material; to effectively monitor, evaluate, and plan their learning; and to be confident in their ability to succeed in the course. Students attributed their lack of prerequisite content and metacognitive knowledge and the overwhelming quantity of course content as constraining their ability to actively engage in their learning. Some students, however, successfully employed metacognitive
ii
strategies and offered explicit descriptions of how and why they developed and/or adapted their learning strategies prior to or during the course of the semester. This study also provided insight into how students perceived and negotiated their learning, both individually and collaboratively. The findings from this study have implications on how undergraduate science curriculum and pedagogy might embrace learner-centered pedagogies to enhance students’ metacognition and self-efficacy.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
43
Puntambekar, Sadhana. "Investigating the effect of a computer tool on students' metacognitive processes." Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262651.
Full text
44
Lou, Jeng-Jia. "EFL University Students' Reading of Academic English Texts: Three Case Studies of Metacognition in Taiwan." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1266866998.
Full text
45
Yan, Peixuan. "Effects of Metacognition on English Reading Outcomes for d/Deaf and Hard of Hearing Students." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525442066659672.
Full text
46
Thepseenu, Benjaporn. "The role of metacognition in EFL reading comprehension : a study with Thai English major students." Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636471.
Full textAbstract:
In order to gain insight into the role of metacognition in second language reading, this thesis investigates two major components of metacognition of Thai English major students. These are: (1) students' knowledge about themselves and others as EFL readers, knowledge about reading tasks, and reading strategies; and (2) their use of this knowledge to regulate a reading task. These aspects were examined in relation to their comprehension ability. The study was carried out with 20 Thai students, majoring in English at a Thai university, who were designated as 'more proficient' and 'less proficient' readers based on their reading ability assessed by a reading comprehension test. Think-aloud sessions were conducted to identify the participants' actual strategy use. A questionnaire was also employed to investigate the participants' perceived frequency and effectiveness of strategy use. Criteria for assessing strategy effectiveness objectively were proposed. Subsequently, semi-structured interviews were conducted to explore the participants' metacognitive knowledge. The think-aloud analysis revealed that there were both differences and similarities in the pattern of actual strategy use between more proficient and less proficient readers. Less proficient readers used reading strategies more frequently than more proficient readers, particularly bottom-up strategies. However, readers in both groups did not differ in their strategy repertoires. Correspondences between actual and reported strategy use were identified. However, the quantity of either actual or reported strategy use did not relate to reading comprehension ability. The results also suggest that actual effectiveness of translating distinguished more proficient readers from less proficient readers. In addition, a mismatch between objective and subjective judgement of effectiveness of strategy use was identified. The interview analysis showed that readers in both groups did not differ in terms of the amount of knowledge they had about a good reader's attributes, their reading strengths and weaknesses, reading tasks, and reading strategies. The facilitative role of translation, usefulness of vocabulary knowledge, and motivation also emerged as important themes from the data. The findings from both quantitative and qualitative data analysis suggest that students' metacognitive knowledge guided their strategy use. Theoretical implications concerning the interplay between students' metacognitive knowledge and control are discussed. Pedagogical implications based on the findings of the study are put forward.
47
Biggs, Margaret M. "The effect of journal writing on the reading comprehension and the metacognitive awareness of college students." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720406.
Full textAbstract:
The purpose of this study was to compare the effects of dialogue journal writing, journal writing without dialogue, and regular classroom instruction on the reading comprehension of college students enrolled in a developmental reading class. Also, the effect of the journal writing on the college students' metacognitive awareness of reading strategies was investigated.The subjects were 77 freshman college students enrolled in six credit/no credit developmental reading classes at a mid-size midwestern university. Two of the classes wrote dialogue journals in which the teacher responded in writing to what the students wrote. The second two classes wrote in journals but received no written feedback. The last two classes received regular class instruction with no journal writing.The Nelson-Denny Reading Test was used as the post test. The results of a three-way analysis of variance with nesting indicated that there was no difference in the reading comprehension scores among the journal writing only, the dialogue journal writing, and the control groups. The results also indicated that there was no difference between the reading comprehension scores of males and females.A second three-way analysis of variance with nesting was conducted using the students' mean responses on the Wingenbach Reading Strategies Questionnaire. The results indicated that there was no significant differences within the classes in each treatment or between the males and females in the three treatment groups.The control group did score greater when contrasted with the two treatment groups on the questionnaire. The dialogue journal group also scored greater than the journal writing only group.The results of this study indicated that journal writing with or without dialogue did not affect the reading comprehension scores of the students in this study. Another finding of this study, suggested that teacher interaction either through additional class time or written dialogue can result in greater metcognitive awareness of reading strategies.<br>Department of Elementary Education
48
Jeffers, Bernadette T. "A comparative study of metacognitive strategies in eighth grade reading improvement students." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332821/.
Full textAbstract:
The purposes of this study are to determine the level of growth by reading improvement students when metacognitive skills are taught and to determine which instructional approach is the most effective in maximizing reading comprehension.
49
Alshehri, Mohammed A. Alshehri. "Saudi Middle School Teachers Pedagogical Beliefs about Using Metacognitive Reading Strategies for Improving Students Reading Comprehension." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525817717836209.
Full text
50
Ferguson, Jean Clarke. "Effects of metacognitive strategy instruction on sixth grade students' content reading comprehension." Thesis, Boston University, 2001. https://hdl.handle.net/2144/32760.
Full textAbstract:
Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The purpose of this study was to determine the effect of metacognitive strategy reading instruction on sixth grade students' content reading comprehension. Forty-one students in two sixth grade social studies classes participated in the study. Twenty students in the treatment social studies class were taught the purpose and value, as well as the techniques of self-monitoring of the summarizing strategy to help them recall and organize key information from their social studies textbook.
Twenty-one students in the control group were taught summarizing as a cognitive reading strategy without the metacognitive components of value, purpose, and selfmonitoring. The two social studies classes had no significant differences on pre-test measures of formal and informal reading comprehension. After a 1 0-week study period, the posttest results of the two groups were compared to determine the effects of the strategy instruction on the students' content reading comprehension.
Significant differences were found on the posttest scores of metacognitive strategy knowledge and informal reading comprehension measures between the treatment and the control group that could be attributed to the metacognitive strategy instruction. Metacognitive strategy instruction was the most effective in increasing the reading comprehension of high-ability treatment students, although it also increased the content comprehension of the low and average ability readers. These findings suggest that metacognitive strategy instruction including the value, purpose, and self-monitoring of the summarizing strategy is more effective in increasing reading comprehension than the summarizing strategy alone. Students in the treatment group were observed beginning to use the summarizing strategy independently in their social studies class.
Thirteen students in each class were interviewed about their use of reading strategies, their strengths and weaknesses as readers, and their opinion and approaches to the social studies textbook. These same students were observed reading the social studies textbook using a think-aloud procedure and in their social studies class, to better determine if there were any differences between strategies mentioned and those used in the process of reading. Students in both the control and treatment groups mentioned the use of more pre-reading strategies than they actually used while reading. These students used more during and after reading strategies while reading in their social studies class.<br>2031-01-01