The Effect of Training and Prompting to Use Metacognitive Learning Strategies on Academic Achievement, Metacognitive Awareness, and Satisfaction in an Online Course in the Undergraduate Level

Abstract

The purpose of this study was to investigate the effect of training students and prompting them to use meta-cognitive learning strategies on academic achievement, metacognitive awareness, and course satisfaction. The study was conducted for the duration of a full semester using an online course. The study population consisted of all students enrolled in the course CI 251 (Computer and information technology applications in the curriculum). The course was taught using Blackboard learning management system at King Saud University, in Riyadh, Saudi Arabia. A sample of two sections of the course including 44 students was selected for this study. Results from the study showed that students in the experimental group (which was taught metacognitive strategies and prompted to use these strategies) scored significantly higher than students in the control group on the achievement test. Also, students in the experimental group had higher metacognitive awareness than students in the control group. Lastly, students in the experimental group scored slightly higher on the course satisfaction survey than the control group. However, this difference was not statistically significant.