The effects of direct instruction of metacognitive skills through self-regulated learning and self-efficacy development in the mathematical sciences

Abstract

This study explored how direct instruction of metacognitive processes through self-efficacy and self-regulated learning skills impacts student ability to independently and intrinsically drive academic growth to move through the novice to mastery continuum. This goal was to provide students with the skills and practices to foster perseverance, confidence, self-regulation, and sense of agency throughout the learning process. The treatment was implemented with a sixth-grade study skills class with a contextual practice component integrated in math. Content mastery changes were assessed through math topic assessments. Self-efficacy and metacognition changes were evaluated through interviews, open-response questions, interactive notebook entries and self-confidence surveys for growth mindset and self-regulated learning. Results were statistically insignificant. Even though there was minimal or arguable quantitative evidence of change in student practice and behavior, there were positive results. There is some evidence suggesting an improvement in student ability to articulate areas of weakness and utilize strategies to improve academic performance. While average test scores did not increase, there was an improvement in normalized gains, especially in the lower to mid-performing sub-groups. This indicates movement toward content mastery.