The effect of implementing metacognitive strategies in computer-assisted instruction on student learning outcomes
19 mar 2025
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Publicado en línea: 19 mar 2025
Recibido: 05 nov 2024
Aceptado: 05 feb 2025
DOI: https://doi.org/10.2478/amns-2025-0475
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© 2025 Yazhuo Fu, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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Dimensions of metacognitive level
| Dimension | Testing | Mean | Standard deviation | P |
|---|---|---|---|---|
| Metacognitive knowledge | Before experiment | 35.61 | 0.8 | 0.005 |
| After experiment | 49.45 | 1.01 | ||
| Metacognitive monitoring | Before experiment | 38.68 | 0.8 | 0.003 |
| After experiment | 66.23 | 0.8 | ||
| Metacognitive experience | Before experiment | 19.73 | 0.94 | 0.012 |
| After experiment | 26.15 | 0.81 | ||
| Meta-cognitive score | Before experiment | 94.02 | 0.77 | 0.007 |
| After experiment | 141.83 | 0.87 |
ANOVA
| Model | Sum of squares | Degree | Mean square | F | Significance |
|---|---|---|---|---|---|
| Regression | 156680.8 | 10 | 17623.33 | 55.144 | 0.003b |
| Residual error | 35320.12 | 112 | 322.781 | ||
| Total | 192000.9 | 123 | - |
Linear regression coefficient
| Model | Unnormalized coefficient | Normalization factor | t | Significanc e | Common linear statistics | ||
|---|---|---|---|---|---|---|---|
| B | Standard error | Beta | Tolerance | VIF | |||
| (constant) | 52.015 | 13.564 | - | 3.912 | 0 | - | - |
| Planning strategy | 0.952 | 4.956 | 0.106 | 0.185 | 0.004 | 0.252 | 4.722 |
| Monitoring strategy | 6.237 | 5.18 | 0.147 | 1.172 | 0.006 | 0.146 | 7.382 |
| Evaluation strategy | 17.524 | 5.316 | 0.415 | 3.388 | 0.002 | 0.142 | 8.757 |
Model summary table
| Model | R | R2 | Adjusted R2 | Standard error |
|---|---|---|---|---|
| 1 | 0.905a | 0.826 | 0.802 | 17.568 |
Subject contents of the questionnaire
| Metacognitive strategy | Title symbol | Topic |
|---|---|---|
| Planning strategy | A1 | When I study, I plan to use my time wisely to learn what to do. |
| A2 | Before you start learning, try to think about what you’re going to learn and how to learn. | |
| A3 | When you have a holiday, you always make a study plan for your vacation. | |
| A4 | Often develop short-term learning programs | |
| A5 | Be aware of your learning goals and tasks. | |
| Monitoring strategy | B1 | Often ask yourself about your knowledge. |
| B2 | I regularly ask myself if I have achieved my learning goals at the time of study. | |
| B3 | Often pay attention to the problems encountered in the study and analyze the reasons. | |
| B4 | In the course of learning, I can detect my original plan. | |
| B5 | Often check the progress and effectiveness of the study. | |
| Evaluation strategy | C1 | In order to achieve better learning results, I will change my methods and strategies. |
| C2 | Often think about the questions and experiences you learn in your studies. | |
| C3 | When you find that you can’t achieve your chemistry goals, you adjust quickly and make new plans. | |
| C4 | When you find that your learning time is not enough, increase your learning time. | |
| C5 | When you’re upset, take the right approach to calm your mind. |