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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorBeall, Lukeen
dc.description.abstractThis 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.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshProblem solvingen
dc.subject.lcshHigh school studentsen
dc.titleMetacognition : the effects of cognitive strategy instruction on the problem-solving skills of high school algebra 2 studentsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Luke Beallen
thesis.catalog.ckey1969918en, Graduate Committee: John Paterson; Jewel J. Reuteren of Science in Science Education.en Paperen
mus.relation.departmentMaster of Science in Science Education.en_US

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