Metacognitive Awareness in College Chemistry

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Presenter(s)

Desiree Starzyk

Abstract or Description

Metacognition is a psychological tool that requires active monitoring, accurate assessment, and intentional reflection of one's own knowledge and learning process. It has been shown that students who have high metacognitive awareness are more likely to be academically successful, regardless of intellectual ability. Due to the rigorous nature of many college STEM classes, such as chemistry, implementing methods that allow students to be successful is crucial. In spite of various interventions that have been employed by college chemistry professors, these classes still suffer from high DFW rates. Over the last decades, metacognitive activities and awareness have been shown to improve memory retention, problem solving, and learning ability. This relationship was demonstrated in General Chemistry labs at Clemson University in 2009. A metacognitive awareness inventory (MCAI) was designed and validated at Clemson University, consisting of a 27 question survey measuring use of metacognitive practice in students; The results were correlated with end of semester grades. In this study, the same MCAI was used in General Chemistry One lecture at University of Colorado Denver and was similarly correlated with grades obtained in the course. Results obtained at Clemson University using MCAI showed a low, positive correlation between metacognitive ability and academic success that was highly significant (r(231)=0.16, p=.015) while the research at CU Denver showed a comparable positive correlation that was not statistically significant (r(74)=0.14, p=0.241). Research has shown metacognitive strategies can be taught to students, but metacognitive awareness and use of these strategies seems to vary widely among college students. The lack of significance observed at CU Denver may be due to notable differences in student population between the two universities. Clemson reports that about 14% of their students are first generation, 14% receive Pell grants and 16% are minority students. At CU Denver these numbers are 50%, 26% and 36%, respectively. While data has been collected thus far, this is a continued study that going forward will include diversity questions for students to determine any advantages or disadvantages that may exist in populations, as well as expose students to metacognitive videos and exercises at the beginning of the semester to enhance their awareness.