Effects of metacognitive instruction on low achievers in mathematics problems

1995 ◽  
Vol 11 (1) ◽  
pp. 81-95 ◽  
Author(s):  
Maria Cardelle-Elawar
Keyword(s):  
Low Achievers ◽  
Mathematics Problems ◽  
Metacognitive Instruction

Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

2000 ◽  
Vol 16 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Padeliadu Susana ◽  
Georgios D. Sideridis
Keyword(s):  
At Risk ◽  
Elementary School Students ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Low Achievers ◽  
Children At Risk ◽  
School Students ◽  
Students At Risk ◽  
Group A ◽  
The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

What Important Things Did You Learn Last Week? Selectivity Differences Between High- and Low-Achievers

2014 ◽  
Author(s):  
Veronica Yan ◽  
Victor Sungkhasettee ◽  
Kou Murayama ◽  
Alan Castel
Keyword(s):  
Low Achievers

THE EFFECT OF METACOGNITIVE INSTRUCTION ON MAXIMIZING EFL LEARNERS’ METACOGNITIVE AWARENESS IN LISTENING

2018 ◽  
Vol 7 (1) ◽  
pp. 8-17
Author(s):  
Mahsa Assadi
Keyword(s):  
Experimental Research ◽  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Listening Test ◽  
Efl Learners ◽  
Metacognitive Instruction ◽  
Before And After ◽  
Comprehension Ability ◽  
The Impact

This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.

The Pedagogical Needs of Low Achievers

1993 ◽  
Vol 49 (2) ◽  
pp. 302-315 ◽  
Author(s):  
Roy Wigzell ◽  
Saif Al-Ansari
Keyword(s):  
Low Achievers

scholarly journals Measurement of mathematics problems solving ability using problem based mathematics question

2020 ◽  
Vol 1613 ◽  
pp. 012026
Author(s):  
Zulfah ◽  
Astuti ◽  
Y F Surya ◽  
R Marta ◽  
T T Wijaya
Keyword(s):  
Mathematics Problems

scholarly journals Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks

2021 ◽  
Vol 13 (11) ◽  
pp. 6275
Author(s):  
Weiwei Zhang ◽  
Donglan Zhang ◽  
Lawrence Jun Zhang
Keyword(s):  
Foreign Language ◽  
Repeated Measures ◽  
Task Difficulty ◽  
Rating Scale ◽  
Empirical Support ◽  
Metacognitive Strategies ◽  
Production Model ◽  
High Stakes ◽  
Efl Learners ◽  
Metacognitive Instruction

This mixed-methods study investigated English-as-a-foreign-language (EFL) learners’ perceptions of task difficulty and their use of metacognitive strategies in completing integrated speaking tasks as empirical evidence for the effects of metacognitive instruction. A total of 130 university students were invited to complete four integrated speaking tasks and answer a metacognitive strategy inventory and a self-rating scale. A sub-sample of eight students participated in the subsequent interviews. One-way repeated measures MANOVA and structure coding with content analysis led to two main findings: (a) EFL learners’ use of metacognitive strategies, in particular, problem-solving, was considerably affected by their perceptions of task difficulty in completing the integrated speaking tasks; (b) EFL learners were not active users of metacognitive strategies in performing these tasks. These findings not only support the necessity of taking into account learners’ perceptions of task difficulty in designing lesson plans for metacognitive instruction, but also support a metacognitive instruction model. In addition, the findings provide empirical support for the utility of Kormos’ Bilingual Speech Production Model. As the integrated speaking tasks came from a high-stakes test, these findings also offer validity evidence for test development in language assessment to ascertain sustainable EFL learning for nurturing learner autonomy as an ultimate goal.

Workplace learning and the metacognitive functions of routines

2003 ◽  
Vol 15 (3) ◽  
pp. 94-104 ◽  
Author(s):  
Hugh Munby ◽  
Joan Versnel ◽  
Nancy L. Hutchinson ◽  
Peter Chin ◽  
Derek H. Berg
Keyword(s):  
Workplace Learning ◽  
Cognitive Theory ◽  
Instructional Theory ◽  
Metacognitive Instruction ◽  
The Face ◽  
Generalizable Skills

In the face of research that shows that workplace knowledge and learning are highly contextual, calls for the teaching of generalizable skills for the workplace have been widespread. While the authors reject the usefulness of teaching generalizable skills, they believe that there are commonalities in workplace knowledge that can be taught. These commonalities are related to metacognition rather than simple cognition, and the approach in this paper is to explore the potential of metacognitive instruction for workplace learning. Specifically, the concept of routines is used to develop an instructional theory derived from the inherent metacognitive functions of routines themselves. The paper draws upon contemporary cognitive theory and on recent research on workplace learning, and it builds on studies the authors have conducted on learning in the workplace and on the observation of routines at work.

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