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The effect of implementing metacognitive strategies in computer-assisted instruction on student learning outcomes

Yazhuo Fu

Yazhuo Fu

Xi’an Peihua UniversityXi’an, China
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Fu, Yazhuo
  
19 mars 2025
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Publié en ligne: 19 mars 2025
Reçu: 05 nov. 2024
Accepté: 05 févr. 2025
DOI: https://doi.org/10.2478/amns-2025-0475
Mots clés
© 2025 Yazhuo Fu, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Figure 1.

System of metacognitive meaning
System of metacognitive meaning

Figure 2.

The process of meta-cognitive strategy
The process of meta-cognitive strategy

Figure 3.

Questionnaire score
Questionnaire score

Figure 4.

Correlation between metacognitive strategies and learning outcomes
Correlation between metacognitive strategies and learning outcomes

Figure 5.

Histogram
Histogram

Figure 6.

Normal p-p diagram
Normal p-p diagram

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.
Langue:
Anglais
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Sujets de la revue:
Sciences de la vie, Sciences de la vie, autres, Mathématiques, Mathématiques appliquées, Mathématiques générales, Physique, Physique, autres
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