Metacognitive teaching-learning improved students' self-regulated learning more than conventional teaching, overall and at high and medium MPK levels¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? SRL differed significantly between teaching approaches in the total sample and at high and medium MPK levels, favouring MTL. → Aminah 2018 q3 i? For high-MPK students specifically, the Mann-Whitney test showed a significant difference in SRL increase favouring the experimental class. → Aminah 2018 (2)

Evidence¶

Aminah 2018¶

Aminah, M., Kusumah, Y. S., Suryadi, D., & Sumarmo, U. (2018). The Effect of Metacognitive Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning. International Journal of Instruction, 11(3), 45-62. https://doi.org/10.12973/iji.2018.1134a

q3 · i? · causal · r1

Difference tests of SRL inter groups on the same MPK level (Table 6): High-High N-Gain Sig. 0.037, Med-Med post-scale Sig. 0.001 and N-Gain Sig. 0.003, Total-Total post-scale Sig. 0.036 and N-Gain Sig. 0.000, all "Different"; Low-Low N-Gain Sig. 0.080 "No difference".

"In contrast to MLTA, the findings of SRL in Table 2 point out that in entirely students, there is difference grades of SRL of students in both classes"

Aminah 2018 (2)¶

Aminah, M., Kusumah, Y. S., Suryadi, D., & Sumarmo, U. (2018). The Effect of Metacognitive Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning. International Journal of Instruction, 11(3), 45-62. https://doi.org/10.12973/iji.2018.1134a

q3 · i? · causal · r2

Mann-Whitney test of SRL N-gain for high-MPK students (n = 18: 8 MTL, 10 conventional; U = 16.500, Z = -2.090, Asymp. Sig. .037).

"There is a difference in the increase of the students’ SR L on high level in the experimental class and control class (Sig. = 0.037 <0.05)."

Discussion¶

Related Claims¶

• There is an interaction between learning approach and MPK on SRL but no interaction on MLTA — related
• Students' mathematical prior knowledge strongly influences MLTA: the higher the MPK, the higher the MLTA and its N-gain in both teaching approaches — related
• Chatbot-guided feedback SRL improved university students' meta-cognition tendency and self-regulated learning more than conventional SRL — related
• Mathematical proof was the most difficult MLTA component for students in both teaching approaches — related
• Metacognitive teaching-learning produced higher MLTA post-test scores and N-gain than conventional teaching among medium-MPK students, but not among low-MPK students or the total sample — related