The effects of metacognitive training on students' abilities to predict their preparedness for testing after study
Date of Award
Doctor of Philosophy (Ph.D.)
Reading and Learning Disabilities
First Committee Member
R. Scott Baldwin, Committee Chair
The study was designed to determine the extent to which Freshman college students could improve in their ability to predict test performances given instruction in a prediction strategy and/or practice and feedback in making predictions. Subjects were 36 college freshmen, randomly assigned to one of three experimental conditions; two of the conditions involved treatments while the third was a control condition. Over the course of six treatment sessions one of the groups was taught a series of strategies for assessing text difficulty, comprehension, and recall, and making predictions of how many items they would get correct on a multiple-choice test covering college level expository material. Subjects also received feedback as to the accuracy of their predictions. The second treatment contained the practice and feedback elements of the first, without strategy instruction. Differences in the inaccuracy of subjects' predictions on practice tests over the six treatment sessions were found to be statistically significant at the.05 level, indicating that subjects became more accurate in predicting their own test scores. Differences between treatments, however, were not found to be statistically significant. On a posttest comparison of prediction, test performance, and prediction inaccuracy across groups, differences were not found to be statistically significant in a multivariate test. Visual inspection and post hoc analysis of posttest data, however, revealed differences between treatment groups and the control group that are consistent with findings of the treatment data analysis. The results, which support current theory, are interpreted to mean that metacognitive skills of college students as they pertain to test preparedness can be improved through a program of practice and instruction.
Education, Tests and Measurements; Education, Reading
Ross, Georganne, "The effects of metacognitive training on students' abilities to predict their preparedness for testing after study" (1989). Dissertations from ProQuest. 2793.