Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis

By H. de Boer, Anouk S. Donker, Danny Kostons, G. P. van der Werf. Educational Research and Reviews, 2018

177 citations recorded by the source corpus.

Abstract Meta-analyses have shown the positive effects of strategy instruction on student performance; however, little meta-analytical research has been conducted on its long-term effects. We examined the long-term effects of 48 metacognitive strategy instruction interventions on student academic performance. The results show a very small increase of the effect at long-term compared with the posttest effects. The instruction effect at posttest increased from Hedges' g  = 0.50 to 0.63 at follow-up test. Moderator analyses showed that low SES students benefited the most at long-term. Furthermore, instructions including the cognitive strategy ‘rehearsal’ had lower long-term effects compared to interventions without this component. Other specific strategies (within categories metacognitive, cognitive, management, or motivational) did not moderate the overall positive long-term effect of metacognitive strategy instructions. Particular attributes of the intervention –subject domain, measurement instrument, duration, time between posttest and follow-up test, and cooperation – neither had an impact on the follow-up effect.

Subfields: Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/e31aecf6d05ee965dc83b6476c35cf9598ea281c