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Using Metacognitive Reflection to Improve Student Learning

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Title: Using Metacognitive Reflection to Improve Student Learning
Language: English
Authors: Howe, Eric
Source: ProQuest LLC. 2019Ph.D.(Educ.) Dissertation, Seattle Pacific University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 121
Publication Date: 2019
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Metacognition, Learning Processes, Comparative Analysis, Art Education, Learning Motivation, Academic Language, Middle School Students, Visual Arts, Freehand Drawing, Multiple Choice Tests, Validity, Feedback (Response), Teaching Methods, Instructional Effectiveness
Abstract: The study of art, especially perspective, involves the use of specialized vocabulary words. Vocabulary words can be difficult to comprehend, but when students learn to use the specialized vocabulary or academic language of a subject, the learner is better able to think about the content. While academic language is only a part of a visual art curriculum, students need support from the teacher to learn it. Metacognitive reflection (MR) offers a method to increase student learning of academic language in art specifically, and other subjects in general. Teacher feedback naturally occurs in response to students' reflections and gives the learner direction and motivation to continue learning. This quasi-experimental study used a repeated measures design with a sample of intact middle school visual art classes to determine the influence of MR and teacher feedback on students' ability to learn and retain academic language related to perspective drawing as measured by a multiple-choice test. This study was conducted three separate times, to improve validity. While the MR treatment groups attained and maintained greater mean gains overall, post-hoc tests revealed that differences between groups in two of three studies were not statistically significant. The groups who engaged in reflection with feedback added a weighted mean gain of d = 0.37 to their posttest score beyond that of the comparison groups. This finding provides moderate evidence for the efficacy of practicing reflection with feedback in favor of conventional teaching alone. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2022
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13898196
Accession Number: ED618383
Database: ERIC
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  Data: Using Metacognitive Reflection to Improve Student Learning
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  Data: The study of art, especially perspective, involves the use of specialized vocabulary words. Vocabulary words can be difficult to comprehend, but when students learn to use the specialized vocabulary or academic language of a subject, the learner is better able to think about the content. While academic language is only a part of a visual art curriculum, students need support from the teacher to learn it. Metacognitive reflection (MR) offers a method to increase student learning of academic language in art specifically, and other subjects in general. Teacher feedback naturally occurs in response to students' reflections and gives the learner direction and motivation to continue learning. This quasi-experimental study used a repeated measures design with a sample of intact middle school visual art classes to determine the influence of MR and teacher feedback on students' ability to learn and retain academic language related to perspective drawing as measured by a multiple-choice test. This study was conducted three separate times, to improve validity. While the MR treatment groups attained and maintained greater mean gains overall, post-hoc tests revealed that differences between groups in two of three studies were not statistically significant. The groups who engaged in reflection with feedback added a weighted mean gain of d = 0.37 to their posttest score beyond that of the comparison groups. This finding provides moderate evidence for the efficacy of practicing reflection with feedback in favor of conventional teaching alone. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 121
    Subjects:
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Visual Arts
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      – SubjectFull: Freehand Drawing
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      – SubjectFull: Multiple Choice Tests
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      – SubjectFull: Validity
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Instructional Effectiveness
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      – TitleFull: Using Metacognitive Reflection to Improve Student Learning
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              Y: 2019
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