Metacognitive Learning Strategies Used by Geoscience Students
Additional Funding Sources
This project is supported by a 2019-2020 STEM Undergraduate Research Grant from the Higher Education Research Council. This work was supported by NSF under Award No. DUE-1742215.
Abstract
Use of metacognitive learning strategies leads to better learning outcomes in college students (e.g. Dewey, 1933). This study sought to determine which metacognitive learning strategies are currently being used by geoscience students at Boise State University in order to see if students' metacognitive skills improve over time while in the geoscience program. Of the 43 students who completed the Learning Strategies portion of the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991), 11.6% were undergraduate underclassmen, 32.6% were undergraduate upperclassmen, and 55.8% were graduate students. Participants identified as 55.8% female and 44.2% male. Total scores ranged from 173-332 (M=247, SD=33.36) out of a possible 350. Students' use of metacognitive learning strategies is correlated with both age and class standing. Correlations between gender and learning strategy use were inconsistent and statistically insignificant. Participants, on average, reported high use of Effort Regulation strategies and low use of Peer Learning strategies. Specific metacognitive and peer learning strategies are recommended to the faculty of the Boise State University Geoscience Department in order to improve student use of metacognitive learning strategies which we hypothesize will improve student success.
Metacognitive Learning Strategies Used by Geoscience Students
Use of metacognitive learning strategies leads to better learning outcomes in college students (e.g. Dewey, 1933). This study sought to determine which metacognitive learning strategies are currently being used by geoscience students at Boise State University in order to see if students' metacognitive skills improve over time while in the geoscience program. Of the 43 students who completed the Learning Strategies portion of the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991), 11.6% were undergraduate underclassmen, 32.6% were undergraduate upperclassmen, and 55.8% were graduate students. Participants identified as 55.8% female and 44.2% male. Total scores ranged from 173-332 (M=247, SD=33.36) out of a possible 350. Students' use of metacognitive learning strategies is correlated with both age and class standing. Correlations between gender and learning strategy use were inconsistent and statistically insignificant. Participants, on average, reported high use of Effort Regulation strategies and low use of Peer Learning strategies. Specific metacognitive and peer learning strategies are recommended to the faculty of the Boise State University Geoscience Department in order to improve student use of metacognitive learning strategies which we hypothesize will improve student success.