A student’s ability to make judgments about their own knowledge and thought processes is one aspect of metacognition. Students with high levels of metacognitive skills are more academically successful. Being able to organize as well as reflect upon one’s thoughts plays a crucial role in one’s educational experience, especially in STEM fields. This study examines the relationship between students’ confidence in their ability to answer a question correctly versus their performance on a subsequent assessment. We administered a knowledge survey one week prior to a cumulative assessment. Knowledge surveys encompass a range of topics from the entire course written at various Bloom’s levels. Students are asked to respond about their confidence in their ability to answer a question correctly. Their confidence has been compared to their actual ability to answer a paired question on a cumulative assessment. This analysis was done with sections of an introductory level chemistry class, using both a lecture format and a student-centered learning approach.

Comparison of metacognative abilities of introductory chemistry students

249th National Meeting (2015)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.