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The effect of self-regulatory and me...

Fouche, Jaunine.

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The effect of self-regulatory and metacognitive strategy instruction on impoverished students' assessment achievement in physics.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effect of self-regulatory and metacognitive strategy instruction on impoverished students' assessment achievement in physics./
作者:	Fouche, Jaunine.
面頁冊數:	129 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
標題:	Education, Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3558317
ISBN:	9781303027154

The effect of self-regulatory and metacognitive strategy instruction on impoverished students' assessment achievement in physics.
Fouche, Jaunine.

The effect of self-regulatory and metacognitive strategy instruction on impoverished students' assessment achievement in physics. - 129 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2013.

The purpose of this nonequivalent control group design study was to evaluate the effectiveness of metacognitive and self-regulatory strategy use on the assessment achievement of 215 9th-grade, residential physics students from low socioeconomic status (low-SES) backgrounds. Students from low-SES backgrounds often lack the self-regulatory habits and metacognitive strategies to improve academic performance. In an effort to increase these scores and to increase student self-regulation and metacognition with regard to achievement in physics, this study investigated the use of metacognitive and self-regulatory strategies specifically as they apply to students' use of their own assessment data. Traditionally, student performance data is used by adults to inform instructional and curricular decisions. However, students are rarely given or asked to evaluate their own performance data. Moreover, students are not shown how to use this data to plan for or inform their own learning. It was found that students in the overall and algebra-ready treatment groups performed significantly better than their control group peers. These results are favorable for inclusion of strategies involving self-regulation and metacognition in secondary physics classrooms. Although these results may be applicable across residential, impoverished populations, further research is needed with non-residential populations.

ISBN: 9781303027154Subjects--Topical Terms:

1669073
Education, Instructional Design.

The effect of self-regulatory and metacognitive strategy instruction on impoverished students' assessment achievement in physics.
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