The effect of cognitive and metacognitive strategies in academic achievement: A systematic review

Fooladvand, Maryam

doi:10.18844/gjhss.v3i1.1780

Cited by 12 publications

(12 citation statements)

References 3 publications

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“…The flipped classroom approach helps students to develop cognitive strategies, such as understanding, retention, elaboration and the restructuring of information (Fooladvand et al 2017;Ganbari-Taleb et al 2013). The flipped classroom also promotes autonomous and independent learning in such a way that the control of the learning process passes from the teacher to the students.…”

Section: Introductionmentioning

confidence: 99%

Flipped Classroom to Improve University Student Centered Learning and Academic Performance

et al. 2019

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In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

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Section: Introductionmentioning

confidence: 99%

Flipped Classroom to Improve University Student Centered Learning and Academic Performance

et al. 2019

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“…It is construed that students who can characterize information that they have learned from what is not learned are most likely the students who academically succeed in their learning tasks; hence, metacognition is a strong predictor of academic success [4], [23], [24]. However, it must be noted that differences on self-efficacy beliefs, level of expertise, goal orientations, susceptibility to social influences, and cultural differences affect the metacognitive affordances of students [2], [6], [25]- [29].…”

Section: Metacognitive Strategiesmentioning

confidence: 99%

“…Science, as a highly technical subject, involves the application of unique strategies like the cognitive and metacognitive learning strategies. In fact, it is claimed that the employment of cognitive and metacognitive learning strategies poses significant relationship with the students' academic achievement in schools and universities [1], [2].…”

Section: Introductionmentioning

confidence: 99%

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Students’ cognitive and metacognitive learning strategies towards hands-on science

Discipulo

Bautista²

2022

IJERE

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<span>Cognitive and metacognitive learning strategies are geared towards giving autonomy to every learner in their studies. Students’ affordances on cognitive and metacognitive learning strategies in their studies are believed to predict their academic success and performances in their learning tasks. This study determined the cognitive and metacognitive learning strategies in science among the 278 education students in the three campuses of a state university in the Philippines as bases in crafting a developmental plan to bolster the science instruction in the university. Using the descriptive-inferential research and employing a questionnaire on the cognitive and metacognitive strategies of education students, the following are known: incomparable affordances of the students along planning and information management practices while comparable affordances were determined on the respondents’ cognitive learning strategies; and incomparable affordances along procedural knowledge while comparable affordances along declarative and conditional knowledge were determined on the respondents’ metacognitive learning strategies. Based on the results, a developmental plan was designed to bolster the science courses in the education programs of the university centering on the inclusion of research camp, research expo, shepherding on research through the niche program, immersion, and hands-on science. It was recommended that the proposed enhanced science program will be implemented in the university system as there is only one science course in their respective programs in the new curricular plot. </span>

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“…The authors tried to analyse the metacognitive awareness of secondary school students by using standardized awareness inventory for the usual checking of the metacognitive awareness of secondary school students and found that significant differences exist between the various sub samples studied that included gender, locality and type of management of school based on metacognitive awareness. Fooladvand, et al (2017) claimed that the fact that there exist diverse researches on the connection between learning strategies and academic achievement indicates the constructive and effective influence of these strategies on the learning process. In their study, they used the systematic review method with the aim of investigating the effect of cognitive and metacognitive strategies on academic achievement and concluded that their findings from different researches indicated that learning strategies such as cognitive and metacognitive strategies have the most effects on academic achievement of school and university students in different programs of study.…”

Section: Cognitive and Metacognitive Operationsmentioning

confidence: 99%

Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

Mr.

McClain

Harris

et al. 2021

EAJESS

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The teaching and learning enterprise require several inputs and a framework upon which the teacher’s practice and repertoires are put into action and one such input is cognitive coaching. It is important to note that schools that are known to be successful have a distinction and ability to enhance teaching practices, where teachers can collaborate among themselves in designing subject materials and other professional undertakings .Additionally, the ability to inform and critique each other in an honest way has a long lasting feature to ensure growth and improvement in the individual teacher and also in the ability to sustain an effective organization. This paper provides a platform upon which the construct of cognitive coaching can be examined. The paper embodies a critical analysis of chapters two, five and seven of Newell-McLymont (2015). In Chapter two, Collaboration in the classroom context is seen as a critical component in the teaching/learning environment, bringing benefits to both teachers and the students at their disposal. Collaboration has been proven to be the panacea for eliminating teacher isolation and encourages problem solving approaches. An analytic perspective on generating the cognitive coaching approach, while bearing in mind, the power of teacher networks, is the thrust of chapter five. Chapter seven in examining the cognitive approach through application presents several studies that looked at the environment and culture as essential consideration for collaborative learning. Given the benefits of cognitive coaching, the reviewers have sounded the call for this to be fully embraced especially during the COVID 19 period of crisis.

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The effect of cognitive and metacognitive strategies in academic achievement: A systematic review

Cited by 12 publications

References 3 publications

Flipped Classroom to Improve University Student Centered Learning and Academic Performance

Flipped Classroom to Improve University Student Centered Learning and Academic Performance

Students’ cognitive and metacognitive learning strategies towards hands-on science

Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

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