Date of Award
1998
Publication Type
Master Thesis
Degree Name
M.Ed.
Department
Education
Keywords
Education, Curriculum and Instruction.
Supervisor
Morton, Larry,
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
The differences in the effectiveness of passive-instruction and active instruction of study skills and time management were investigated. Students responded to two surveys on five-point Likert-type scales prior to and twice following the treatments. Marks were also gathered and analyzed. The results found that females scored significantly higher on all time management and study orientation sub-scales than did males. Work method and teacher approval mean scores for males in the two treatment groups improved from pretest to post-test #2. Grade 8 marks of students in the treatment groups receiving active and passive instruction did not improve significantly more than those of the students in the control group. The findings suggest more research is necessary before including formal instruction of metacognitive strategies in the Grade 8 curriculum. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1997 .O83. Source: Masters Abstracts International, Volume: 39-02, page: 0326. Adviser: Larry Morton. Thesis (M.Ed.)--University of Windsor (Canada), 1998.
Recommended Citation
Oshar, Patricia Breaton., "The relationship between instruction of metacognitive strategies and student achievement." (1998). Electronic Theses and Dissertations. 4211.
https://scholar.uwindsor.ca/etd/4211