The Impact of a Metacognitive Intervention on Student Experiences and Success in an Academic Probation Program for First-Year Students

Holly J. Swanson; Bryan Dewsbury

doi:10.20343/teachlearninqu.12.26

Authors

Holly J. Swanson American University
Bryan Dewsbury Florida International University https://orcid.org/0000-0003-4061-5424

DOI:

https://doi.org/10.20343/teachlearninqu.12.26

Keywords:

metacognition, academic probation, reflective writing, intervention, self-regulated learning

Abstract

First-year students often struggle with self-regulated learning, particularly in monitoring and accurately assessing their level of understanding and translating that into appropriate preparation for rigorous post-secondary coursework. When their academic struggles become extreme, they can be placed in probationary programs. An intervention involving weekly reflective surveys focused on study strategies and metacognitive skill development was integrated into one such probationary program for first-year students. During the intervention, a slightly higher rate of successful completion of the program was observed compared to previous years. The self-reported experiences and patterns of engagement of the students suggested that the intervention positively impacted metacognitive skill development and additionally provided evidence of the importance of motivation at various points throughout the process. Identifying appropriate timepoints for intervention can better prepare stakeholders to support those students who may not be retained.

Read the corresponding ISSOTL blog post here.

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Author Biographies

Holly J. Swanson, American University

Holly J. Swanson (USA) is a faculty member and the director of laboratories for the biology department at American University. Her work focuses on metacognition and self-regulated learning in undergraduate students of biology.

Bryan Dewsbury, Florida International University

Bryan Dewsbury (USA) is an associate professor in the biological sciences department at Florida International University. His work focuses on the social context of teaching and learning in various educational settings.

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