Metacognition : the effects of cognitive strategy instruction on the problem-solving skills of high school algebra 2 students

Abstract

This study investigated the effects of cognitive strategy instruction on the problem-solving skills of 24 Algebra 2 students. The students used a metacognitive approach to solve word problems in linear systems, matrices and quadratic equations. Various data collection instruments, including pre and postassessments, survey, interviews and observations, were used to determine the effects on students' cognitive achievement, long-term memory, motivation and attitude along with the motivation and attitude of the teacher. The study found an increase in students' achievement and long-term memory with the treatment. The study also yielded mixed results for the attitude and motivation of both the students and teacher.