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Introducing Metacognition to Sophomores and Juniors and Its Effect on Academic Performance

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Mechanical Engineering Division Technical Session 4

Tagged Division

Mechanical Engineering

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Paper Authors


Brett Batson Trine University

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Dr. Batson is a professor at Trine University in Angola, Indiana. His non-academic experience includes automatic controls for process turbocompressors, gas and steam turbines, and patent prosecution. His interests include mathematics education, tools and materials for supporting student learning, and general pedagogy.

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Introducing Metacognitions to Sophomores and Juniors and Its Effect on Academic Performance Abstract Due to a perceived lack of academic preparation provided by U.S. high schools, an interest in metacognition has been developing among educators at the college level.

Metacognition is an individual’s awareness of his or her own learning and thinking processes.

In the metacognition literature, significant thrust has been aimed toward first semester freshmen (see, for example, McGuire 2015). That approach seems appropriate, given that strategies learned early may aid students throughout their academic tenure. If, however, a student is not exposed to metacognition at the freshman level, Can such exposure still help that student?

A hypothesis of the instant work is that students at all academic levels may benefit from an understanding of their learning processes, and behaviors proven to enhance learning.

In the fall 2017 semester, students in a first semester thermodynamics course (mostly sophomores and juniors) and students in a fluid mechanics course (mostly juniors) were presented information about metacognition, roughly following the McGuire (2015) model. After the first exam in each course, the students were asked to complete a questionnaire. Two brief, interactive lectures were then given introducing metacognition, Bloom’s taxonomy, and some strategies for studying and learning. Evidences were shown to prove the effectiveness of these strategies and the understanding of metacognition, in general. A few exercises encouraging students to teach one another were included in each course.

Students completed another non-anonymous questionnaire at the end of the course, and anonymous responses to questions in course evaluations were collected.

Results in the form of exam scores, both collective and individual, and average course grades are presented. Student responses to questionnaires, both anonymous and named, are summarized.

Reference McGuire, S. Y. 2015. Teach students how to learn: strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Sterling, VA: Stylus Publications

Batson, B. (2018, June), Introducing Metacognition to Sophomores and Juniors and Its Effect on Academic Performance Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30716

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