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Title:
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METACOGNITIVE STRATEGIES AND LEARNING QUALITY: A SYSTEMATIC MAPPING STUDY |
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Author(s):
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Roger Rivero Galeano, Adán Gómez Salgado and Danilza Lorduy Arellano |
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ISBN:
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978-989-8533-98-2 |
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Editors:
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Piet Kommers, Adriana Backx Noronha Viana, Tomayess Issa and Pedro Isaías |
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Year:
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2020 |
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Edition:
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Single |
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Keywords:
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Metacognition, Strategy, Quality, Learning, Acquisition, Indicators |
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Type:
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Full |
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First Page:
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48 |
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Last Page:
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56 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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The purpose of this study was to identify, analyze, synthesize and evaluate research papers aimed at the application of
metacognitive strategies to improve the quality of learning in secondary school students. This document is a systematic
mapping (SM) which offers a comprehensive overview of the methods, indicators, strategies, techniques and instruments
used in those research. A literature review was conducted in seven widely recognized databases in the educational and
scientific community worldwide; 722 documents were found and from these 19 were relevant to the search objective.
57.89% applied metacognitive strategies as follows: 15.78% to learning quality 42.10% to learning processes or skills;
31.57% on learning quality, and 10.5% on learning processes without the intervention of metacognitive strategies. The
results confirmed the application of metacognitive strategies such as: planning, monitoring, evaluation, underlining,
self-evaluation, modeling, thinking aloud, consciously choosing, reflection and reflecting on learners ideas, keeping
journals, predictions, among others. Learning processes such as: motivation, understanding, transferring, evaluation,
selective attention, knowledge association and advanced organization were intervened. Indicators of the learning quality
were also used: potential, processes, results, the academic performance, peer evaluation, intrinsic motivation,
understanding, knowledge construction indicator, teacher's expectation indicator, the Students growth indicator, the
superficial level of learning, and the deep level of learning , the level of learning achievement. There was a knowledge gap
in the application of metacognitive strategies to improve the learning quality of secondary school students, which confirms
the need to conduct studies with this type of classroom interventions. |
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