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Prompting students to practice metacognition, and encouraging the growth of metacognitive strategies improves student success in chemistry coursework. In this study, students were encouraged to submit weekly metacognitive reports providing (i) their time devoted to the course, including hours devoted to out-of-class additional study, and (ii) detailed summaries of additional study activities. This study was administered to students in two different courses, introductory chemistry and general chemistry I. Introductory chemistry students submitted 1,513 metacognitive reports with self-reported overall means of 2.81 hour per week devoted to attending lecture, 4.75 hours per week engaged in additional study, and 7.56 hours per week devoted to the course overall. Weekly patterns indicate that students’ additional study was focused on days of the week that preceded formal assessments. Our expectation was that general chemistry I students would report more time devoted to additional study outside of class than introductory chemistry students because of the preparatory nature of the course. General chemistry I students submitted 3,551 weekly metacognitive reports with self-reported overall means of 2.83 hours per week devoted to attending lecture, 4.83 hours per week engaged in additional study, and 7.66 hours per week devoted to the course overall. We will discuss the seeming equivalence of time spent on out-of-class additional study for the two populations of students. In addition, we will present qualitative analysis of students’ out-of-class study strategies, including classification of study strategies as deep or surface-level. This work is partially supported by the NSF-funded First2 Network.
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Embedded student formative reporting to promote student metacognition and instructor pedagogical adjustments
Timely, formative feedback is important for instructors and students. In this project, “embedded students” provided instructors with formative feedback through anonymized reports. Students enrolled in preparatory chemistry course sections in fall 2022 self-selected to submit reports documenting their ongoing experiences in learning chemistry content. Embedded students journaled about (i) hours devoted to the course; (ii) topic-specific content mastery, comfort, and confusion; and (iii) instructor pedagogy. An average of 108 reports per week were anonymized and shared with instructors. Instructor effort was limited to agreeing to receive the weekly reports, look them over, and potentially use them to inform upcoming teaching. Embedded students benefited by thinking about their learning in the class (metacognition) and focusing their learning for the upcoming week. Overall, 300 distinct students submitted 1,513 weekly reports, with overall means of 2.81 hours per week of self-reported time devoted to attending lecture, 4.75 hours per week of self-reported time engaged in additional study, and 7.56 hours per week of self-reported total time devoted to the course. Instructors reported reading over 87% of the reports and using feedback to make an average of 4.6 instructional adjustments ranging from working additional practice problems on difficult concepts, providing answer keys to extra problems, implementing problem-solving/review days, and reviewing difficult material or content from earlier in the course. Instructors indicated that the weekly reports contributed to “instructor beneficence”. Students “felt heard” especially when instructors explicitly and constructively addressed comments from the weekly reports. This work is partially supported by the NSF-funded First2 Network.
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- PAR ID:
- 10422880
- Date Published:
- Journal Name:
- Proceedings of the West Virginia Academy of Science
- Volume:
- 95
- Issue:
- 2
- ISSN:
- 0096-4263
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.55632/pwvas.v95i2.948
