Only self-plan showed significantly greater gains in the web-trained group compared to the control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ANCOVA with pretest as covariate showed the experimental group made significantly greater gains than the control group in self-plan only; self-monitor, self-modify, self-evaluate, and total score showed no significant between-group differences. → Chun-Yi Shen & Hsiu-Chuan Liu 2011

Evidence¶

Chun-Yi Shen & Hsiu-Chuan Liu 2011¶

Chun-Yi Shen & Hsiu-Chuan Liu. (2011). Metacognitive Skills Development: A Web-Based Approach in Higher Education. The Turkish Online Journal of Educational Technology, 10(2). https://eric.ed.gov/?id=EJ932234

q2 · i? · causal · r1

ANCOVA with the pretest as covariate compared the two intact classes (n=29 experimental, n=24 control) on each MSEQ dimension. Only self-plan favored the experimental group, "F (1, 50) = 6.4920, p < 0.05"; all other dimensions were non-significant.

"The results of ANCOV A showed that students in experimental group made significantly greater gains compared to control group in self-plan ( F (1, 50) = 6.4920, p < 0.05). However, there is no significant differences in self-monitor (F (1, 50) = 0.033, p = 0.856), self-modify ( F (1, 50) = 0.089, p =0.767), self-evaluate (F (1, 50) = 0.037, p = 0.849), and total score (F (1, 50) = 0.976, p = 0.328)."

Discussion¶

Related Claims¶

• Web-based metacognitive skills training significantly improved college students' self-plan, self-monitor, and total metacognitive scores from pretest to posttest — related