Long-Term Effects of Metacognitive Strategy Instruction on Student Academic Performance: A Meta-Analysis

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Abstract

Meta-analyses have shown the positive effects of strategy instruction on student performance; however, little meta-analytical research has been conducted on its long-term effects. We examined the long-term effects of 48 metacognitive strategy instruction interventions on student academic performance. The results show a very small increase of the effect at long-term compared with the posttest effects. The instruction effect at posttest increased from Hedges’ g = 0.50 to 0.63 at follow-up test. Moderator analyses showed that low SES students benefited the most at long-term. Furthermore, instructions including the cognitive strategy ‘rehearsal’ had lower long-term effects compared to interventions without this component. Other specific strategies (within categories metacognitive, cognitive, management, or motivational) did not moderate the overall positive long-term effect of metacognitive strategy instructions. Particular attributes of the intervention –subject domain, measurement instrument, duration, time between posttest and follow-up test, and cooperation – neither had an impact on the follow-up effect.
Original languageEnglish
Pages (from-to)98-115
Number of pages18
JournalEducational Research Review
Volume24
Early online date21-Mar-2018
DOIs
Publication statusPublished - Jun-2018

Keywords

  • moderator analysis
  • academic performance
  • metacognitive strategy instruction interventions
  • meta-analysis
  • long-term effects
  • SELF-REGULATION PROCEDURES
  • READING-COMPREHENSION
  • SCHOOL STUDENTS
  • INTERVENTION PROGRAM
  • COMPOSITION SKILLS
  • REGULATED LEARNER
  • TRAINING-PROGRAMS
  • MEDIATION MODEL
  • MOTIVATION
  • ACHIEVEMENT

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