The role of knowledge and strategy training on metacognitive monitoring

This study investigated the role that knowledge and training have upon monitoring accuracy. Two separate experiments were conducted. In the first experiment, three groups who varied in level of math background knowledge were compared on their performance, confidence, monitoring accuracy and bias on a test of math probability problem solving. Subjects in the high background knowledge group both outperformed and made more accurate monitoring judgments than the other two groups. The groups did not differ significantly in confidence or monitoring bias. In the second experiment, an experimental group and a control group were compared on performance scores, confidence, monitoring accuracy and bias, and math self-efficacy on tests of math probability over the course of three sessions. The first and third sessions functioned as a pretest and a delayed posttest and involved identical procedures for both groups. Comparisons of the two groups during the prettest revealed no significant differences between groups. During the second session, the experimental group participated in a two-hour strategy training session in which they learned strategies for solving probability problems. The control group participated in a problem solving session that was irrelevant to math probability. A comparison of immediate posttest scores collected at the end of the second session showed that the experimental group not only had significantly higher performance and confidence scores but also made more accurate monitoring judgments. There were no differences between groups for monitoring bias or math self-efficacy. Comparisons of the two groups in the delayed posttest on a test of probability showed that the differences between groups were no longer significant for performance and monitoring accuracy scores. The experimental group remained significantly more confident. No differences were found in general ability between groups in either the first or second experiment. Taken together, these two experiments have shown the positive impact that background knowledge and strategy training can have not only on performance but also in improving monitoring accuracy. Most importantly, this study emphasizes the importance that instruction focused on improving problem-solving strategies can have upon students\u27 ability to monitor their performance. It also shows the need for strategy instruction to be extended over time in the form of distributed practice in order for gains in performance and monitoring to be maintained