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The Relationship Between Instruction of Metacognitive Strategies and Student Achievement
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Abstract of the thesis
The difference in the effectiveness of passive instruction and active instruction of study skills and time management were investigated. Students responded to two surveys on five-point Likert-type scales prior to and twice following the treatments. Masks were also gathered and analyzed. The results found that females scored significantly higher on a11 tine management and study orientation sub-scale than did males. Work method and teacher approval mean scores for males in the two treatment groups improved from pretest to post-test #2.
Grade 8 marks of students in the treatment groups receiving active and passive instruction did not improve significantly more than those of the students in the control group. The findings suggest more re6earch is necessary before including final instruction of metacognitive strategies in the Grade 8 curriculum.
Researcher of the Thesis
- Patricia Breaton Oshar
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