Metacognition Strategies to Improve Confidence and Academic Performance of Engineering Students

Integration of metacognition strategies can increase the students’ knowledge about their own learning and empower them to self-regulate their learning process. To evaluate the students’ metacognitive abilities and how it contributes to their learning process as well as overall academic performance, a study was conducted in an introductory first-year, engineering classroom. Due to limited interaction between the professor and students in a large classroom, use of metacognition strategies may enhance the overall learning in the class. During the first two weeks of the class, students were taught about different metacognition strategies, tools, and techniques that they can use to become a better learner. Questions related to specific learning objectives were asked in the form of pre-tests and post tests before and after each lecture. Then, they were asked to discuss their answers in small groups and respond to the questions again. Students’ response to answers as well as their confidence levels on their answers were recorded. The results of pre-test, post-test, post group discussion scores, and confidence levels were compared with their academic performance that was measured by quizzes, tests, and the final examination. It was observed that confidence levels of students as well as their exam scores increased as the class progressed. Higher correlation was observed between participation and final exam scores for students who asked questions using online metacognition tools compared to other students. Introduction and Method The study was conducted in a first-year engineering class, EGR102 in winter 2010 semester with 32 students where online metacognition software, LectureTools, was used 1 . The objective of this study was to evaluate the effect of the students’ academic performance when using the metacognition software 2, 3 . LectureTools allows students to review lecture slides using their own laptop during the class as well as participate by asking online questions to the instructor. Students can also provide real-time feedback on their level of understanding of a particular lecture slide by using a scale of 0 to 10. During first two weeks of the class instructions were provided about different metacognition strategies that students can use to monitor and improve upon their knowledge. Students were taught how to make study plans and use different learning techniques such as using mnemonic devices, sketches, concept maps, diagrams, analogies, etc. Instructions were provided about how to monitor their level of understanding using self-regulation strategies such as predicting outcomes using practice tests, reciprocal teaching and problem solving, comparing