Enhancement of self-regulated learning through reflection to improve metacognition

The study aimed to improve the students metacognition through the use of two interventions: the cycle of Self-Regulated Learning (SRL) and Reflection. Students metacognition was measured using the Metacognitive Awareness Inventory of Schraw & Dennison (1994), while the model for the cycle of SRL was adopted from Zimmerman et al (1996). Reflections involved the use of journals and were measured using the rubric for reflective thinking by Beasely-Murray (1997). The research design was descriptive in the form of a case study, the participants involved were six females from an exclusive all girls college in their senior year. College students have in them a certain level of metacognitive awareness. This metacognition refers to the ability to reflect upon, understand, and control one\u27s learning. There are two major components of this: knowledge and regulation of cognition. The study also showed that intellectual ability has no effect on metacognitive awareness, though metacognition may compensate for average or low ability. Self-regulated learners tend to be more efficacious, and this may be because they are better able to adapt to circumstances, are more flexible and have a broader selection of strategies that they use for information processing. Reflection plays an important role because it allows students to evaluate experiences, learn from mistakes, repeat successes, revise and plan. Thus, reflection may be used as a tool for students to become more conscious of the strategies they use to learn and its effectivity. The interplay between SRL and reflection, in turn, promoted students metacognitive awareness and made them more conscious of their learning process