Date of Award

Spring 8-1-2003

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Athletic Training

First Advisor

Catherine Stemmans

Second Advisor

David Langley

Third Advisor

Kathy Boone-Tovey

Abstract

Objective: Metacognition consists of the ubilitics of monitoring, evaluating, and making plans to achieve educational goals. Knowledge Monitoring Assessment (KMA) is a measurement that evaluates a learner's monitoring portion of the mctacognitivc abilities. This study was conducted to determine whether or not college slucknts demonstrated different recognition and recall monitoring accuracy. This study was also conducted to determine whether any accuracy diffr:rcnccs existed between diflcrcnt academic levels. Finally, this study assessed whether the accuracy correlated to actual academic achievement. Design and Setting: A 2 X 3 factorial design was used. The first independent variable was knowledge type with 2 levels (recognition and recall), and the second variable was academic levels with 3 levels (freshman/sophomore, juniors, and seniors). The dependent variable was the accuracy of students' knowledge monitoring ability. Subjects: Thirty-three undergraduate students (20 female, 13 male; average age 21.2 ± 3.0 years old) participated in this study. lvfeasurements: KMA and specific knowledge content quizzes were administered to the subjects in a Medical Terminology class. Results: No significant differences were found among the subjects for each knowledge monitoring accuracy (Recognition: F2,129 = .144, p = .866; Recall: F2.129 = 1.389,p = .253). However, the subjects demonstrated significantly higher recognition monitoring accuracy than recall monitoring accuracy (/131 60.6, p < .01), and a positive correlation was found between the recognition monitoring accuracy and the quiz score (r = .62, p < .01 ). This study also indicated that there was a positive correlation between knowledge monitoring accuracy and quiz score (r = .51,p < .01). Conclusion: This study indicated that students demonstrated better recognition nwnitoring ability thnn recall monitoring ability. This study also indicated thnt academic achievements were not related to academic levels and age in higher education. An academic success is positively related with higher and accurate monitoring ability,

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