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Self-Regulatory Metacognitive Skill Use in Elementary Students During Computer and Paper Reading Assignments: A Qualitative Study

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Title: Self-Regulatory Metacognitive Skill Use in Elementary Students During Computer and Paper Reading Assignments: A Qualitative Study
Authors: Katerina Sergi (ORCID 0000-0003-3777-0327), Anastasia Elder (ORCID 0000-0002-9274-1572), Tianlan Wei (ORCID 0000-0002-8270-5287), Kristin Javorsky (ORCID 0000-0001-6328-1442), Jianzhong Xu (ORCID 0000-0002-0269-4590)
Source: International Electronic Journal of Elementary Education. 2023 16(1):1-16.
Availability: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Peer Reviewed: Y
Page Count: 16
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Elementary School Students, Metacognition, Skills, Independent Study, Self Management, Computer Mediated Communication, Printed Materials, Grade 2, Grade 3, Grade 4, Grade 5, Reading Assignments
ISSN: 1307-9298
Abstract: Self-regulated learning (SRL) and metacognitive processes are important in education because they contribute to effective learning and improved academic performance. Metacognitive SRL may be facilitated by the implementation of computer technology. This qualitative study examined the presence and use of metacognitive SLR processes among elementary school students as they completed computer- and paper-based reading assignments. Students in two after-school programs were recruited from a public school district in a southeastern region of the United States (U.S.). The participants consisted of 52 elementary students in Grades 2-5. Students participated in two, counterbalanced, conditions that involved computer- and a paper-based reading assignments. Observations and semi-structured interviews were conducted. The results indicated that students were more likely to apply metacognitive SRL skills when reading on paper than reading on a computer. Overall, students showed signs of planning more in the paper than in the computer condition but student behaviors and responses differed between grades. Monitoring practices appeared in both the computer- and the paper-based reading assignment, with monitoring connected with background knowledge in Grades 2 and 3 but reading content in Grades 4 and 5. Control processes such as retrying and representing graphically were more common in the computer- than in the paper-based reading across all grades. Students used their score in a reading assignment as an evaluation tool to assess performance in the computer- and paper-based reading condition. These findings suggest that the utilization of prior information, integration of multimedia and verbal signals, and comfort level with the reading medium all influenced students' SRL decision-making.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1407296
Database: ERIC
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  Data: Self-Regulatory Metacognitive Skill Use in Elementary Students During Computer and Paper Reading Assignments: A Qualitative Study
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  Data: <searchLink fieldCode="AR" term="%22Katerina+Sergi%22">Katerina Sergi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3777-0327">0000-0003-3777-0327</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anastasia+Elder%22">Anastasia Elder</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9274-1572">0000-0002-9274-1572</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tianlan+Wei%22">Tianlan Wei</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8270-5287">0000-0002-8270-5287</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kristin+Javorsky%22">Kristin Javorsky</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6328-1442">0000-0001-6328-1442</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jianzhong+Xu%22">Jianzhong Xu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0269-4590">0000-0002-0269-4590</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Elementary+Education%22"><i>International Electronic Journal of Elementary Education</i></searchLink>. 2023 16(1):1-16.
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  Data: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Skills%22">Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Printed+Materials%22">Printed Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Assignments%22">Reading Assignments</searchLink>
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  Data: Self-regulated learning (SRL) and metacognitive processes are important in education because they contribute to effective learning and improved academic performance. Metacognitive SRL may be facilitated by the implementation of computer technology. This qualitative study examined the presence and use of metacognitive SLR processes among elementary school students as they completed computer- and paper-based reading assignments. Students in two after-school programs were recruited from a public school district in a southeastern region of the United States (U.S.). The participants consisted of 52 elementary students in Grades 2-5. Students participated in two, counterbalanced, conditions that involved computer- and a paper-based reading assignments. Observations and semi-structured interviews were conducted. The results indicated that students were more likely to apply metacognitive SRL skills when reading on paper than reading on a computer. Overall, students showed signs of planning more in the paper than in the computer condition but student behaviors and responses differed between grades. Monitoring practices appeared in both the computer- and the paper-based reading assignment, with monitoring connected with background knowledge in Grades 2 and 3 but reading content in Grades 4 and 5. Control processes such as retrying and representing graphically were more common in the computer- than in the paper-based reading across all grades. Students used their score in a reading assignment as an evaluation tool to assess performance in the computer- and paper-based reading condition. These findings suggest that the utilization of prior information, integration of multimedia and verbal signals, and comfort level with the reading medium all influenced students' SRL decision-making.
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      Pagination:
        PageCount: 16
        StartPage: 1
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Skills
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Printed Materials
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      – SubjectFull: Grade 2
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      – SubjectFull: Grade 3
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      – SubjectFull: Grade 4
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      – SubjectFull: Grade 5
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      – SubjectFull: Reading Assignments
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      – TitleFull: Self-Regulatory Metacognitive Skill Use in Elementary Students During Computer and Paper Reading Assignments: A Qualitative Study
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