Spontaneously produced metacognitive language and achievement in two STEM college courses: An exploratory analysis

Valdiviejas Cohn, Hannah

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https://hdl.handle.net/2142/107947 Copy

Description

Title

Spontaneously produced metacognitive language and achievement in two STEM college courses: An exploratory analysis

Author(s)

Valdiviejas Cohn, Hannah

Issue Date

2020-04-30

Director of Research (if dissertation) or Advisor (if thesis)

Perry, Michelle

Department of Study

Educational Psychology

Discipline

Educational Psychology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.S.

Degree Level

Thesis

Keyword(s)

Metacognition, STEM college course, underrepresented STEM students, automatic detection, replication

Abstract

Metacognition is a valuable tool for learning, due to its role in self-regulated learning (SRL). However, the online setting brings a new challenge of examining metacognition on a large scale and yet metacognition may be especially crucial for learning online. Moreover, SRL strategies may be particularly beneficial for students underrepresented in STEM because, by using these strategies, students may ameliorate or offset some of the difficulties these students typically face in more traditional academic settings. This study investigates whether a relationship exists between spontaneously produced metacognitive phrases and success in two online STEM college courses as well as whether this varies across students from different demographic backgrounds. This study then also looks at course engagement as accounting for some variance in course outcome. To do this, a tool for automatic detection of metacognitive phrases in forum posts from two online STEM courses was used. First the relation between students’ spontaneously produced metacognitive phrases and their academic performance was analyzed and then differences across demographic groups were examined. Second, students’ posts to the forums were analyzed as a potential indicator of engagement. No significant differences between UR-STEM students and non-UR STEM students were found, suggesting that the online space has the potential to equalize the STEM playing field. The nature of metacognitive language varied between the two courses, but the number of forum posts was related to course outcome for both courses. Implications of the results for teaching and learning STEM content in the online space are discussed.

Graduation Semester

2020-05

Type of Resource

Thesis

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http://hdl.handle.net/2142/107947

Copyright and License Information

Copyright 2020 Hannah Valdiviejas Cohn

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