Improving learning through enhanced metacognition: a classroom study

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Abstract
A six‐month classroom‐based action‐research study is reported, which involved 64 Grade 9 and 11 students, their teacher and the researcher. The study was directed to improving students’ responsibility for, and control of, learning by training for enhanced metacognition. Training was for the three aspects of metacognition ‐‐ knowledge, awareness, control ‐‐ and involved seven objectives for the students and three for their teacher. A central feature of training was for students to practise applying evaluative cognitive strategies during lessons. All participants documented changes in classroom behaviours, attitudes and performances. Results indicate that all objectives were achieved. Students became more informed, purposeful learners, exerting greater control over their learning. However, improvement was limited by certain classroom factors external to the learner.