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The impact of metacognitive practice and teacher feedback on academic achievement in mathematics
Author(s) -
Baliram Nalline,
Ellis Arthur K.
Publication year - 2019
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12317
Subject(s) - metacognition , mathematics education , psychology , academic achievement , test (biology) , variance (accounting) , empirical research , sample (material) , cognition , mathematics , statistics , paleontology , chemistry , accounting , chromatography , neuroscience , business , biology
Abstract The purpose of this study is to determine the effects of metacognitive strategies and content‐specific feedback on student achievement in high school mathematics. Participants consisted of a convenience sample of students in honors geometry. An analysis of variance with repeated measures was employed to address the research questions. For both the posttest and retention test, students in the experimental group significantly outperformed the students in the comparison group. However, students scored lower in the retention test than the posttest. The findings of this study offer a modest contribution to the body of empirical research on the impact of metacognitive practice and content‐specific feedback on academic achievement at the high school level.