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.

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.

References

Aiken, John M., Riccardo De Bin, Morten Hjorth-Jensen, and Marcos D. Caballero. 2020. “Predicting Time to Graduation at a Large Enrollment American University.” PLoS ONE 15(11): e0242334. https://doi.org/10.1371/journal.pone.0242334. DOI: https://doi.org/10.1371/journal.pone.0242334

Ajjawi, Rola, and David Boud. 2018. “Examining the Nature and Effects of Feedback Dialogue.” Assessment and Evaluation in Higher Education 43 (7): 1106–19. https://doi.org/10.1080/02602938.2018.1434128. DOI: https://doi.org/10.1080/02602938.2018.1434128

Apriceno, MaryBeth, Sheri R. Levy, and Bonita London. 2020. “Mentorship During College

Transition Predicts Academic Self-Efficacy and Sense of Belonging Among STEM Students.” Journal of College Student Development 61 (5): 643–48. https://doi.org/10.1353/csd.2020.0061. DOI: https://doi.org/10.1353/csd.2020.0061

Aragón, Oriana R., John F. Dovidio, and Mark J. Graham. 2017. “Colorblind and Multicultural Ideologies are Associated with Faculty Adoption of Inclusive Teaching Practices.” Journal of Diversity in Higher Education 10 (3): 201–15. https://doi.org/10.1037/dhe0000026. DOI: https://doi.org/10.1037/dhe0000026

Bail, Frederick T., Shuqiang Zhang, and Gary T. Tachiyama. 2008. “Effects of a Self-Regulated Learning Course on the Academic Performance and Graduation Rate of College Students in an Academic Support Program.” Journal of College Reading and Learning 39 (1): 54–73. https://doi.org/10.1080/10790195.2008.10850312. DOI: https://doi.org/10.1080/10790195.2008.10850312

Bailey, Drew H., Greg J. Duncan, Flavio Cunha, Barbara R. Foorman, and David S. Yeager. 2020. “Persistence and Fade-Out of Educational Intervention Effects: Mechanisms and Potential Solutions.” Psychological Science in the Public Interest 21 (2): 55–97. https://doi.org/10.1177/1529100620915848. DOI: https://doi.org/10.1177/1529100620915848

Balta, Nuri, Nicolas Michinov, Serkan Balyimez, and Mehmet Fatih Ayaz. 2017. “A Meta-Analysis of the Effect of Peer Instruction on Learning Gain: Identification of Informational and Cultural Moderators.” International Journal of Educational Research 86 (1): 66–77. https://doi.org.10.1016/j.ijer.2017.08.009. DOI: https://doi.org/10.1016/j.ijer.2017.08.009

Bandura, Albert. 1986. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Belzer, Sharon, Micha Miller, and Stephen Shoemake. 2003. “Concepts in Biology: A Supplemental Study Skills Course Designed to Improve Introductory Students' Skills for Learning Biology.” The American Biology Teacher 65 (1): 30–40. https://doi.org/10.2307/4451430. DOI: https://doi.org/10.2307/4451430

Berzenski, Sara R. 2019. “The When and Who of Graduation and Dropout Predictors: A Moderated Hazard Analysis.” Journal of College Student Retention: Research, Theory and Practice 23 (3): 768–92. https://doi.org/10.1177/1521025119875104. DOI: https://doi.org/10.1177/1521025119875104

Cai, Yuyang, Ronnel B. Kind, Wilbert Law, and Dennis M. McInerney. 2019. “Which Comes First? Modeling the Relationships Among Future Goals, Metacognitive Strategies and Academic Achievement Using Multilevel Cross-Lagged SEM.” Learning and Individual Differences 74: 101750. https://doi.org/10.1016/j.lindif.2019.06.004. DOI: https://doi.org/10.1016/j.lindif.2019.06.004

Cambridge-Williams, Tiffany, Adam Winsler, Anastasia Kitsantas, and Elizabeth Bernard. 2013. “University 100 Orientation Courses and Living-Learning Communities Boost Academic Retention and Graduation via Enhanced Self-Efficacy and Self-Regulated Learning.” Journal of College Student Retention: Research, Theory and Practice 15 (2): 243–68. https://doi.org/10.2190/CS.15.2.f. DOI: https://doi.org/10.2190/CS.15.2.f

Canning, Elizabeth A., Judith M. Harackiewicz, Stacy J. Priniski, Cameron A. Hecht, Yoi Tibbetts, and Janet S. Hyde. 2018. “Improving Performance and Retention in Introductory Biology with a Utility-Value Intervention.” Journal of Educational Psychology 110 (6): 834–39. https://doi.org/10.1037/edu0000244. DOI: https://doi.org/10.1037/edu0000244

Casselman, Brock L. and Charles H. Atwood. 2017. “Improving General Chemistry Course Performance Through Online Homework-Based Metacognitive Training.” Journal of Chemical Education 94 (12): 1811–21. https://doi.org/10.1021/acs.jchemed.7b00298. DOI: https://doi.org/10.1021/acs.jchemed.7b00298

Cavanagh, Andrew J., Oriana R. Aragón, Xinnian Chen, Brian A. Couch, Mary F. Durham, Aiyana Bobrownicki, David I. Hanauer, and Mark J. Graham. 2016. “Student Buy-In to Active Learning in a College Science Course.” CBE—Life Sciences Education 15 (4): 1–9. https://doi.org/10.1187/cbe.16-07-0212. DOI: https://doi.org/10.1187/cbe.16-07-0212

Cook, Elzbieta, Eugene Kennedy, and Saundra Y. McGuire. 2013. “Effect of Teaching Metacognitive Learning Strategies on Performance in General Chemistry Course.” Journal of Chemical Education 90 (8): 961–67. https://doi.org/10.1021/ed300686h. DOI: https://doi.org/10.1021/ed300686h

Cromley, Jennifer G., Tony Perez, Avi Kaplan, Ting Dai, Kyle Mara, and Michael J. Balsai. 2020. “Combined Cognitive–Motivational Modules Delivered via an LMS Increase Undergraduate Biology Grades.” Technology, Mind, and Behavior 1 (2): 1–19. https://doi.org/10.1037/tmb0000020. DOI: https://doi.org/10.1037/tmb0000020

Dangremond Stanton, Julie, Xyanthe N. Neider, Isaura J. Gallegos, and Nicole C. Clark. 2015. “Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts are not Enough.” CBE-Life Sciences Education 14 (2): 1–12. https://doi.org/10.1187/cbe.14-08-0135. DOI: https://doi.org/10.1187/cbe.14-08-0135

Duncheon, Julia C. 2018. “Making Sense of College Readiness in a Low-Performing Urban High

School: Perspectives of High-Achieving First Generation Youth.” Urban Education 56 (8): 1–28. https://doi.org/10.1177/0042085918756712. DOI: https://doi.org/10.1177/0042085918756712

Flavell, John H. 1979. “Metacognition and Cognitive Monitoring.” American Psychologist 34 (10): 906–11. https://doi.org/10.1037/0003-066X.34.10.906. DOI: https://doi.org/10.1037//0003-066X.34.10.906

Gezer-Templeton, P. Gizem, Emily J. Mayhew, Debra S. Korte, and Shelly J. Schmidt. 2017. “Use of Exam Wrappers to Enhance Students’ Metacognitive Skills in a Large Introductory Food Science and Human Nutrition Course.” Food Science Education 16 (1): 28–36. https://doi.org/10.1111/1541-4329.12103. DOI: https://doi.org/10.1111/1541-4329.12103

Handley, Karen, Margaret Price, and Jill Millar. 2011. “Beyond ‘Doing Time’: Investigating the Concept of Student Engagement with Feedback.” Oxford Review of Education 37 (4): 543–60. https://doi.org/10.1080/03054985.2011.604951. DOI: https://doi.org/10.1080/03054985.2011.604951

Hensley, Lauren C., Christopher A. Wolters, Sungjun Won, and Anna C. Brady. 2018. “Academic Probation, Time Management, and Time Use in College Success Course.” Journal of College Reading and Learning 48 (2): 105–23. https://doi.org/10.1080/10790195.2017.1411214. DOI: https://doi.org/10.1080/10790195.2017.1411214

Hoskins, Tyler D., J. D. Gantz, Blake R. Chaffee, Kel Arlinghaus, James Wiebler, Michael Hughes, and Joyce J. Fernandes. 2017. “Effectiveness of a Low-Cost, Graduate Student–Led Intervention on Study Habits and Performance in Introductory Biology.” CBE—Life Sciences Education 16 (3): 1–12. https://doi.org/10.1187/cbe.17-01-0004. DOI: https://doi.org/10.1187/cbe.17-01-0004

Lee, Christopher, Andy Sechler, and Shea Smart. 2017. “Through the Students’ Eyes: Internalized Forces That Shape Student Motivation.” In Anton O. Tolman and Janine Kremling, editors, Why Students Resist Learning, 106–27. Sterling, VA: Stylus. DOI: https://doi.org/10.4324/9781003448747-6

Linnenbrink-Garcia, Lisa, Stephanie V. Wormington, Kate E. Snyder, Jan Riggsbee, Tony Perez, Adar Ben-Eliyahu, and Nancy E. Hill. 2018. “Multiple Pathways to Success: An Examination of Integrative Motivational Profiles Among Upper Elementary and College Students.” Journal of Educational Psychology 110 (7): 1026–48. https://doi.org/10.1037/edu0000245. DOI: https://doi.org/10.1037/edu0000245

McGrath, Shelley M. and Gail D. Burd. 2012. “A Success Course for Freshmen on Academic Probation: Persistence and Graduation Outcomes.” NACADA Journal 32 (1): 43–52. https://doi.org/10.12930/0271-9517-32.1.43. DOI: https://doi.org/10.12930/0271-9517-32.1.43

McGuire, Saundra Y., and Stephanie McGuire. 2015. Teach Students How to Learn: Strategies You can Incorporate into any Course to Improve Student Metacognition, Study Skills, and Motivation. Sterling, VA: Stylus Publications.

Miller, Tyler M. and Lisa Geraci. 2011. “Training Metacognition in the Classroom: The Influence of Incentives and Feedback on Exam Predictions.” Metacognition Learning 6 (1): 303–14. https://doi.org/10.1007/s11409-011-9083-7. DOI: https://doi.org/10.1007/s11409-011-9083-7

Mutambuki, Jacinta M., Mwarumba Mwavita, Caroline Z. Muteti, Brooke I. Jacob, and Smita Mohanty. 2020. “Metacognition and Active Learning Combination Reveals Better Performance on Cognitively Demanding General Chemistry Concepts than Active Learning Alone.” Journal of Chemical Education 97 (7): 1832–40. https://doi.org/10.1021/acs.jchemed.0c00254. DOI: https://doi.org/10.1021/acs.jchemed.0c00254

National Students Clearinghouse Research Center. 2018. “Snapshot Report: First-Year Persistence and Retention.” https://nscresearchcenter.org/snapshotreport33-first-year-persistence-and-retention/.

Nordell, Shawn E. 2009. “Learning How to Learn: A Model for Teaching Students Learning Strategies.” Bioscene: Journal of College Biology Teaching 35 (1): 35–42.

http://www.acube.org/wp-content/uploads/2017/11/2009_1.pdf.

Perez, Tony, Ting Dai, Avi Kaplan, Jennifer G. Cromley, Wanda D. Brooks, Arianna C. White, Kyle R. Mara, and Michael J. Balsai. 2019. “Interrelations Among Expectancies, Task Values, and Perceived Costs in Undergraduate Biology Achievement.” Learning and Individual Differences 72 (1): 26–38. https://doi.org/10.1016/j.lindif.2019.04.001. DOI: https://doi.org/10.1016/j.lindif.2019.04.001

Pintrich, Paul R. 2002. “The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing.” Theory into Practice 41 (4): 219–25. https://doi.org/10.1207/s15430421tip4104_3. DOI: https://doi.org/10.1207/s15430421tip4104_3

Price, Margaret, Karen Handley, and Jill Millar. 2011. “Feedback: Focusing Attention on Engagement.” Studies in Higher Education 36 (8): 879–96. https://doi.org/10.1080/03075079.2010.483513. DOI: https://doi.org/10.1080/03075079.2010.483513

Ryan, Allison M., Helen Patrick, and Sungok Serena Shim. 2005. “Differential Profiles of Students Identified by Their Teacher as Having Avoidant, Appropriate, or Dependent Help-Seeking Tendencies in the Classroom.” Journal of Educational Psychology 97 (2): 275–85. https://doi.org/0.1037/0022-0663.97.2.275. DOI: https://doi.org/10.1037/0022-0663.97.2.275

Salehi, Shima, Sehoya Cotner, and Cissy J. Ballen. 2020. “Variation in Incoming Academic Preparation: Consequences for Minority and First-Generation Students.” Frontiers in Education 5 (1): 1–14. https://doi.org/10.3389/feduc.2020.552364. DOI: https://doi.org/10.3389/feduc.2020.552364

Schlenker, Barry R., Patricia A. Schlenker, and Kristine A. Schlenker. 2013. “Antecedents of Academic Engagement and the Implications for College Grades.” Learning and Individual Differences 27 (1): 75–81. https://doi.org/10.1016/j.lindif.2013.06.014. DOI: https://doi.org/10.1016/j.lindif.2013.06.014

Sebesta, Amanda J. and Elena Bray Speth. 2017. “How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology.” CBE-Life Sciences Education 16 (2): 1–12. https://doi.org/10.1187/cbe.16-09-0269. DOI: https://doi.org/10.1187/cbe.16-09-0269

Soicher, Raechel N. and Regan A. R. Gurung. 2017. “Do Exam Wrappers Increase Metacognition and Performance? A Single Course Intervention.” Psychology Learning and Teaching 16 (1): 64–73. https://doi.org/10.1177/1475725716661872. DOI: https://doi.org/10.1177/1475725716661872

Steel, Piers. 2007. “The Nature of Procrastination: A Meta-Analytic and Theoretical Review of Quintessential Self-Regulatory Failure.” Psychological Bulletin 133 (1): 65–94. https://doi.org/10.1037/0033-2909.133.1.65. DOI: https://doi.org/10.1037/0033-2909.133.1.65

Stephens, Nicole M., Sarah S. M. Townsend, MarYam G. Hamedani, Mesmin Destin, and Vida Manzo. 2015. “A Difference-Education Intervention Equips First-Generation College Students to Thrive in the Face of Stressful College Situations.” Psychological Science 26 (10): 1556–66. https://doi.org/10.1177/0956797615593501. DOI: https://doi.org/10.1177/0956797615593501

Stigmar, Martin. 2016. “Peer-to-Peer Teaching in Higher Education: A Critical Literature Review.” Mentoring and Tutoring: Partnership in Learning 24 (2): 124–36. https://doi.org/10.1080/13611267.2016.1178963. DOI: https://doi.org/10.1080/13611267.2016.1178963

Summers, Robert J., Helen E. Higson, and Elisabeth Moores. 2020. “Measures of Engagement in the First Three Weeks of Higher Education Predict Subsequent Activity and Attainment in First Year Undergraduate Students: A UK Case Study.” Assessment and Evaluation in Higher Education 46 (5): 1–16. https://doi.org/10.1080/02602938.2020.1822282. DOI: https://doi.org/10.1080/02602938.2020.1822282

Swanson, Holly J., Ojutiku, Adelola, and Dewsbury, Bryan. 2024. The Impacts of an Academic

Intervention Based in Metacognition on Academic Performance. Teaching & Learning Inquiry 12: 1–19. https://doi.org/10.20343/teachlearninqu.12.12. DOI: https://doi.org/10.20343/teachlearninqu.12.12

Tuckman, Bruce W. and Gary J. Kennedy. 2011. “Teaching Learning Strategies to Increase Success of First-Term College Students.” The Journal of Experimental Education 79 (4): 478–504. https://doi.org/10.1080/00220973.2010.512318. DOI: https://doi.org/10.1080/00220973.2010.512318

Villano, Renato, Scott Harrison, Grace Lynch, and George Chen. 2018. “Linking Early Alert Systems and Student Retention: A Survival Analysis Approach.” Higher Education 76 (5): 903–20. https://doi.org/10.1007/s10734-018-0249-y. DOI: https://doi.org/10.1007/s10734-018-0249-y

Won, Sungjun, Lauren C. Hensley, and Christopher A. Wolters. 2019. “Brief Research Report: Sense of Belonging and Academic Help-Seeking as Self-Regulated Learning.” The Journal of Experimental Education 89 (1): 112–24. https://doi.org/10.1080/00220973/2019.1703095. DOI: https://doi.org/10.1080/00220973.2019.1703095

Yosso, Tara J. 2005. “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth.” Race Ethnicity and Education 8 (1): 69–91. https://doi.org/10.1080/1361332052000341006. DOI: https://doi.org/10.1080/1361332052000341006

Zhao, Ningfeng, Jeffrey G. Wardeska, Saundra Y. McGuire, and Elzbieta Cook. 2014. “Metacognition: An Effective Tool to Promote Success in College Science Learning.” Journal of College Science Teaching 43 (4): 48–54. https://doi.org/10.2505/4/jcst14_043_04_48. DOI: https://doi.org/10.2505/4/jcst14_043_04_48

Zimmerman, Barry J., Adam Moylan, John Hudesman, Niesha White, and Bert Flugman. 2011. “Enhancing Self-Reflection and Mathematics Achievement of At-Risk Urban Technical College Students.” Psychological Test and Assessment Modeling 53 (1): 108–27.

Zohar, Anat, and Sarit Barzilai. 2013. “A Review of Research on Metacognition in Science Education: Current and Future Directions.” Studies in Science Education 49 (2): 121–69. https://doi.org/10.1080/03057267.2013.847261. DOI: https://doi.org/10.1080/03057267.2013.847261