Using metacognitive strategies to improve student performance and confidence in high school chemistry

Abstract

This action research investigated if using metacognitive reflection strategies in a high school chemistry class would increase student summative performance and confidence. Students were given a unit pre-test and a reflection in which they could assess their knowledge against the curriculum in a scaffolded manner. Students were surveyed before and after treatment to determine changes in student attitudes and perceptions of their abilities. Students were provided with a detailed breakdown of the curricular objectives for each question on the unit pre-test in order for them to make a study guide for themselves. It was found that there was an increase in mean score from pre-test to unit test, but performance on individual curriculum outcomes experienced extreme variation, both positive and negative. It was also found that student confidence decreased from pre-test to unit test when curriculum indicators were introduced to the students.