Date of Award

9-18-2019

Publication Type

Doctoral Thesis

Degree Name

Ph.D.

Department

Education

Keywords

Domain-General, Mathematics, Metacognition, Self-Regulated Learning, Self-Regulation, Transfer

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

The purpose of the present research was to investigate the transfer of metacognition from mathematics to other domains for a post-secondary population. A systematic literature review revealed potential transferability for metacognitive strategic knowledge, metacognitive planning, monitoring, and debugging. Mevarech and Kramarksi’s (1997) IMPROVE model was modified to incorporate the explicit instruction of transfer and then used as the metacognitive intervention for a beginner-level calculus course at the University of Windsor. This occurred over a period of five weeks with n = 90 participants for each of the experimental and control groups. A concurrent, triangulated mixed-method research design was employed to assess metacognition and self-regulated learning: metacognition was assessed quantitatively using Schraw and Dennison’s (1994) Metacognitive Awareness Inventory; recordings of participants’ conversations (i.e., “in-course data”) and recordings of post-intervention interviews with select participants (i.e., “interview data”) constituted the qualitative data. In-course data employed the use of quantitative (i.e., frequency-counting and graphical presentation of the data) and qualitative (i.e., thematic) analyses; interview data employed the use of thematic analysis. Data were collected and analysed separately before being integrated during the interpretation of data. Transfer of metacognitive strategic knowledge, self-regulation, general learning, and metacognitive regulation (i.e., planning, monitoring, and debugging) into near, far, immediate, and some delayed contexts was affirmed. Analysis of the evidence identified the necessity of novel, difficult contexts to facilitate advanced metacognitive behaviours. The necessary incorporation of metacognition into routine learning experiences was affirmed to facilitate transfer into delayed contexts. The interview, intended as an instrument of metacognition, also operated as an intervention itself. Recommendations for future study are included.

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