Whole-task, metacognitive knowledge, and external standard interventions significantly improve monitoring accuracy in problem solving¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q4 · i1 small
Currency · newest study 2024 · checked against its sources 2026-10-21 (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.

q4 i1 Intervention types whole task (g = 0.38), metacognitive knowledge (g = 0.45), and external standard (g = 0.28) significantly improved students' monitoring accuracy in problem-solving tasks. → Noortje Janssen · Ard W. Lazonder 2024

Evidence¶

Noortje Janssen · Ard W. Lazonder 2024¶

Noortje Janssen · Ard W. Lazonder. (2024). Meta-analysis of Interventions for Monitoring Accuracy in Problem Solving. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09936-4

q4 · i1 · quant-synthesis · r2

Moderator analysis (Q-test) across the 35-study meta-analysis classified interventions into six types. Table 3 reports whole task k = 9, g = 0.38; metacognitive knowledge k = 3, g = 0.45; external standard k = 11, g = 0.28, each with confidence intervals excluding zero.

"The 95% confidence intervals indicate that the intervention types whole task, metacognitive knowledge, and external standards all significantly improved students’ monitoring accuracy."

Discussion¶

Learner Variables¶

Metacognition — outcome: instruction changes it

Interventions to improve monitoring accuracy in problem-solving tasks have a small positive overall effect (g = 0.25) — a broader claim this one bears on
Timing interventions significantly decrease monitoring accuracy in problem-solving tasks and differ from all other intervention types — reports the opposite
Self-scoring improves primary students' monitoring accuracy on math problem-solving tasks to near-accurate levels — related

Page metadata

Field	Value
`type`	`claim`
`id`	`whole-task-metacognitive-knowledge-external-standard-interventions-improve-monitoring-accuracy`
`title`	`Whole-task, metacognitive knowledge, and external standard interventions significantly improve monitoring accuracy in problem solving`
`description`	`Whole-task, metacognitive knowledge, and external standard interventions significantly improve monitoring accuracy in problem solving`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2024`
`source_checked`	`2026-10-21`
`generated`	by `process:wiki-ingest` on `2026-10-21`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `noortje-janssen-ard-w-lazonder-2024`

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