Advisor

Mlsna, Debra Ann

Committee Member

Emerson, Joseph P.

Committee Member

Wei, Tianlan

Date of Degree

1-1-2016

Document Type

Graduate Thesis - Open Access

College

College of Arts and Sciences

Department

Department of Chemistry

Abstract

Improved metacognitive thinking can impact student’s success. A novel homework method called Solved Problem Analysis (SPA) was developed with the intent to foster metacognitive thinking. It was hypothesized that supporting metacognition would lead to increased performance on in-class exams and the ACS final exam. Results showed SPA was effective at increasing performance on both. In order to more directly measure student’s metacognitive thinking, a knowledge survey was implemented to measure the difference between student’s perceived understanding of the material and their actual performance. These knowledge surveys showed students were able to predict how much of the material they understood. Monitoring one’s thinking is an important part of metacognition. This cognitive monitoring can be mimicked in study group interactions. The effect of self-assembled study groups on student exam performance was also examined, where it was found that self-assembled study groups did not effectively increase exam performance.

URI

https://hdl.handle.net/11668/19991

Comments

peer-mentoring interactions||worked examples||critical thinking||knowledge survey||general chemistry||student learning||undergraduate education

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