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Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis
ARTICLE

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Educational Research Review Volume 24, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

Meta-analyses have shown the positive effects of strategy instruction on student performance; however, little meta-analytical research has been conducted on its long-term effects. We examined the long-term effects of 48 metacognitive strategy instruction interventions on student academic performance. The results show a very small increase of the effect at long-term compared with the posttest effects. The instruction effect at posttest increased from Hedges' g = 0.50 to 0.63 at follow-up test. Moderator analyses showed that low SES students benefited the most at long-term. Furthermore, instructions including the cognitive strategy ‘rehearsal’ had lower long-term effects compared to interventions without this component. Other specific strategies (within categories metacognitive, cognitive, management, or motivational) did not moderate the overall positive long-term effect of metacognitive strategy instructions. Particular attributes of the intervention –subject domain, measurement instrument, duration, time between posttest and follow-up test, and cooperation – neither had an impact on the follow-up effect.

Citation

de Boer, H., Donker, A.S., Kostons, D.D.N.M. & van der Werf, G.P.C. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24(1), 98-115. Elsevier Ltd. Retrieved May 17, 2022 from .

This record was imported from Educational Research Review on January 31, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2018.03.002

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