July 26, 2021
July 26, 2021
July 19, 2022
NSF Grantees Poster Session
An interdisciplinary team of researchers at a Southwest Hispanic-Serving Land-Grant University embarked on an National Science Foundation-funded study to provide workshops for first year engineering students to introduce them to metacognitive awareness learning strategies that have the potential to help their study skills, and in turn, their academic performance. To assess if these strategies were utilized and if they were helpful for students, we collected pre- and post-intervention surveys and reflective writing journals. The survey items came from the metacognitive awareness inventory (MAI)  to measure pre- and post-knowledge and regulation of cognition. These surveys were administered to the introductory level engineering classes at the beginning and end of their first semester in college in the required introduction to engineering course. In this paper, results pertaining to MAI scores and students’ performance on their first exam scores are presented. A shortened version of the original 52-item MAI survey, now called the Modified Metacognition Awareness Inventory (MMAI) is also statistically analyzed and discussed. Results will be useful for other educators and researchers in engineering who are looking to help students with effective learning strategies and study skills to foster their success in engineering courses and/or other subjects.
Dawood, M., & Shareef, E., & Boren, R., & Degardin, G., & Guynn, M. J., & Wojahn, P. (2021, July), Assessing Metacognition Awareness of Freshmen Engineering Students Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36710
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