Improving Retention and Performance among College Freshman Using Metacognitive Training: The Metacognitive Expertise Assessment Tool
College freshman face the challenges of adapting to instructional styles and expectations that differ from high school and junior college experiences. Several researchers have demonstrated that improving academic performance in college requires more than a traditional, remedial study-skills orientation (Biggs, 1978; Derry & Murphy, 1986; Ford, 1981).For many students, college challenges their level of motivation and requires significant adjustments to academic aptitude but standard curricula usually provides little or no help in identifying and overcoming the barriers to learning (Newell, Dahm, Harvey, & Newell, 2004) or the development of metacognitive skills. The purpose of this research was to conduct a study that furthers empirical findings; findings that show that students are exposed to metacognitive strategies in the classroom perform better academically.
Keywords: Academic Success, Retention, Metacognition
Dr. Katherine Pang
Faculty Member, College of Arts and Sciences, University of Texas at Tyler