Campus Location
Abilene Campus
Date of Award
Spring 5-9-2025
Document Type
Manuscript
Department
Teacher Education
Degree Name
Master of Education in Teaching and Learning
First Advisor
Kim Hardin
Second Advisor
Joe McAnulty
Third Advisor
Andrew Huddleston
Abstract
Metacognition is an emerging focus in education and has been shown to enhance student learning outcomes and self-efficacy. This study aimed to investigate both student and teacher perceptions of implementing metacognitive strategies in a high school biology classroom, as well as the impact on students’ self-regulated learning. The researcher collected data through classroom observations, student surveys, teacher interviews, and analysis of student test scores. Using the constant comparative method, qualitative data revealed secondary codes of problem- solving strategies, study methods, perceptions of content mastery, impact of classroom environment, and evidence of metacognition. Quantitative data showed a statistically significant increase in scores from pre-test to post-test for the intervention group. Findings suggest that metacognitive strategies improve student agency when coupled with a “safe-to-struggle” environment.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Ice, Darby, ""I Gotta Lock-In": Metacognition Strategies in a High School Biology Classroom" (2025). Masters of Education in Teaching and Learning. 81.
https://digitalcommons.acu.edu/metl/81
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Science and Mathematics Education Commons, Secondary Education Commons