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Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups

Authors :
María Consuelo Sáiz-Manzanares
Caroline Martin
Irene González-Díez
Alfredo Jiménez Eguizábal
Alberto Calvo Rodríguez
Carmen Varela Vázquez
Leandro S. Almeida
Rut Velasco Saiz
Source :
Education Sciences, Vol 14, Iss 11, p 1205 (2024)
Publication Year :
2024
Publisher :
MDPI AG, 2024.

Abstract

This study of the use of metacognitive strategies during learning interaction in collaborative groups is considered referential for understanding the development of such strategies. The use of metacognitive strategies is related to better learning outcomes. We monitored the interaction in five collaborative groups at three points in time (initial, intermediate and final). These groups consisted of undergraduate health science (n = 9) and biomedical engineering students (n = 10). The aims were the following: (1) To check whether there were significant differences in the use of metacognitive strategies between the groups of students monitored depending on the type of degree or the point in time measurement. (2) To test whether there were significant differences in students’ learning outcomes depending on whether or not they had participated in the interaction monitoring during collaborative interaction. (3) To test clustering without a pre-assignment variable against learning outcomes in collaborative groups. Significant differences were detected in the use of some of the metacognitive strategies of orientation, planning and elaboration in favor of the collaborative groups of the biomedical engineering students. Also, students who participated in monitoring collaborative groups in both clusters obtained better learning outcomes. Lastly, the assignment groups were exactly related to the collaboration groups with respect to the use of metacognitive strategies in the final measurement.

Details

Language :
English
ISSN :
22277102
Volume :
14
Issue :
11
Database :
Directory of Open Access Journals
Journal :
Education Sciences
Publication Type :
Academic Journal
Accession number :
edsdoj.5c25855d64b24dcda567d8d6de10596a
Document Type :
article
Full Text :
https://doi.org/10.3390/educsci14111205