This $319,382 federal Project Grant award from the National Science Foundation (NSF) under the STEM Education (CFDA 47.076) program supports research at Kent State University on improving self-regulated learning and fraction knowledge among 4th-6th grade students. The project aims to evaluate the effectiveness of metacognitive training strategies in enhancing students' ability to accurately assess their own fraction knowledge and make effective learning decisions. The research will randomly assign students to different instructional conditions involving fraction content alone, fraction content plus metacognitive monitoring training, or fraction content plus metacognitive monitoring and control training. Student outcomes on fraction learning, self-awareness, and transfer to related math tasks will be assessed at pretest, immediate posttest, and delayed posttest. This research seeks to generate insights on how to effectively integrate metacognitive training into math education to benefit student learning and self-regulation, with potential to inform the design of future educational interventions.
Generated 3/4/25, 8:13 AM