Elementary teachers more often instruct cognitive strategies than metacognitive strategies during a standardized lesson¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Teachers addressed both strategy types but discussed cognitive strategies more often than metacognitive strategies. → Mariëtte H. van Loon 2021
Evidence¶
Mariëtte H. van Loon 2021¶
Mariëtte H. van Loon, et al. (2021). Connecting teachers' classroom instructions with children's metacognition and learning in elementary school. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09248-2
q2 · i? · associational · r2
Classroom observation study of 21 teachers' audio-recorded instructions during the secret code lesson, coded with MAXQDA (interrater agreement 79.5%–88.5%). The Wilcoxon signed rank test compared coded frequencies, showing teachers "more often discussed cognitive strategies than metacognitive strategies" (z= −1.72, p =.005).
"A Wilcoxon signed rank test showed a non-significant trend that teachers more often discussed cognitive strategies than metacognitive strategies, z= −1.72, p =. 0 0 5 ."
Discussion¶
Related Claims¶
- Elementary teaching practices during a standardized lesson are more often teacher-directed than child-centered, with no grade differences in frequency
- More frequent cognitive strategy instruction is negatively related to the effectiveness of children's restudy selections — related
- Metacognitive Strategies Improve Learning — related
- Strategy Instruction Improves Learning — related
- Strategy Instruction Improves Academic Performance — related
- Self Regulated Learning Predicts Achievement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teachers-instruct-cognitive-more-than-metacognitive-strategies |
title |
Elementary teachers more often instruct cognitive strategies than metacognitive strategies during a standardized lesson |
description |
Elementary teachers more often instruct cognitive strategies than metacognitive strategies during a standardized lesson |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mariëtte-h-van-loon-2021 |
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