Asee peer logo

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

Download Paper |

Conference

2018 ASEE Annual Conference & Exposition

Location

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

Page Count

14

Permanent URL

https://peer.asee.org/30716

Download Count

25

Request a correction

Paper Authors

biography

Brett Batson Trine University

visit author page

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.

visit author page

Download Paper |

Abstract

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. https://peer.asee.org/30716

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015