Improving General Chemistry Course Performance through Online Homework-Based Metacognitive Training

Autor/inn/en	Casselman, Brock L.; Atwood, Charles H.
Titel	Improving General Chemistry Course Performance through Online Homework-Based Metacognitive Training
Quelle	In: Journal of Chemical Education, 94 (2017) 12, S.1811-1821 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Casselman, Brock L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.7b00298
Schlagwörter	Chemistry; Science Instruction; College Science; Undergraduate Study; Computer Uses in Education; Educational Technology; Control Groups; Experimental Groups; Prediction; Scores; Feedback (Response); Science Tests; Student Evaluation; Planning; Metacognition; Program Effectiveness; Utah + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; Computernutzung; Unterrichtsmedien; Vorhersage; Schulnote; Studentische Bewertung; Ablaufplanung; Planungsprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	In a first-semester general chemistry course, metacognitive training was implemented as part of an online homework system. Students completed weekly quizzes and multiple practice tests to regularly assess their abilities on the chemistry principles. Before taking these assessments, students predicted their score, receiving feedback after completing the assessment on their prediction accuracy. They also received detailed information regarding their ability for each assessment topic and used this information to create a future study plan. During this study plan, students indicated their general ability by chemistry topic and selected areas they would focus their studying upon. A control section completed the same assessments and received the same feedback of ability by topic, but students did not predict scores or create study plans. Results indicate identical initial assessment performance between the two chemistry course sections. However, metacognitive training resulted in improved assessment performance on each subsequent midterm exam and on the American Chemical Society (ACS) general chemistry final exam. After factoring out the effect of teacher differences, metacognitive training improved student ACS final exam average performance by approximately 4% when compared to the control section. Additionally, metacognitive training targeted the bottom quartile of the course by improving their ACS final exam average performance by approximately 10% when compared to the control section. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01