ERIC Number: EJ1204678
Record Type: Journal
Publication Date: 2019-Feb
Abstractor: As Provided
The Impact of Metacognitive Practice and Teacher Feedback on Academic Achievement in Mathematics
Baliram, Nalline; Ellis, Arthur K.
School Science and Mathematics, v119 n2 p94-104 Feb 2019
The purpose of this study is to determine the effects of metacognitive strategies and content-specific feedback on student achievement in high school mathematics. Participants consisted of a convenience sample of students in honors geometry. An analysis of variance with repeated measures was employed to address the research questions. For both the posttest and retention test, students in the experimental group significantly outperformed the students in the comparison group. However, students scored lower in the retention test than the posttest. The findings of this study offer a modest contribution to the body of empirical research on the impact of metacognitive practice and content-specific feedback on academic achievement at the high school level.
Descriptors: Instructional Effectiveness, Metacognition, Feedback (Response), Academic Achievement, Mathematics Instruction, Mathematics Achievement, Secondary School Mathematics, Geometry, Honors Curriculum, Experimental Groups, Control Groups, Pretests Posttests
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A