Date of Award

Summer 2019

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Toby Henry-Jenkins

Abstract

This action research study explored the use of elaborative rehearsal as an intervention and examined differences in metacognition and test performance among college students in a general psychology course. Metacognitive processes are crucial for adequate comprehension. Students often come into college having very little metacognition, knowledge about different strategies, different cognitive tasks, and sometimes even accurate knowledge about how they learn (Pintrich, 2002). Common metacognition strategies are note-taking, summarizing, finding main ideas, writing to learn, self-questioning, outlining, previewing, reflecting, reciting and reviewing (Kisac & Budak, 2014). Elaborative rehearsal is a metacognitive learning strategy that encompasses many of these components. Unfortunately, at the time this research was conducted there were minimal studies investigating it independently. This paper provides a thorough review of the literature, grounded in the theoretical framework of cognitive constructivism, information processing, and metacognition. The methodologies used were a mixed-method design, incorporating both quantitative and qualitative measures providing an in-depth examination. The results of this study not only provide additional research to the small body of literature currently available for elaborative rehearsal but also offers insight into the use and utility of this learning strategy from the student perspective.

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