Cognitive-metacognitive training within a problem-solving based Logo environments

Background. The present study investigated the effects of metacognitive training implemented within a problem-solving based Logo environment on students’ ability to construct graphs and reflect on their learning. Aims. (1) To compare achievement outcomes of students who learned to construct graphs within a problem-solving based Logo environment that was either embedded with or with no metacognitive training; and (2) To examine the differences in students’ cognitive-metacognitive behaviours under the different conditions. Samples. Participants were 68 students who studied in four computer classrooms. Methods. Intact classrooms were randomly assigned to one of two treatment groups: one was exposed to a problem-solving based Logo environment with metacognitive training (N=34) and the other to the same Logo environment with no metacognitive training (N=34). All students were examined at the beginning and at the end of the study on the Graph Construction Examination. In addition, at the end of the study students were interviewed to assess their cognitive-metacognitive behaviours. Furthermore, to examine possible differences (if any exist) between the two conditions prior to the beginning of the study, students were administered the Raven Advanced Matrices Examination, and the Graph Interpretation Test. Results. Although no significant differences were found between groups prior to the beginning of the study on all pretreatment measures, at the end of the study the students who were exposed to the metacognitive treatment tended to construct graphs better than their counterparts who were not exposed to such treatment. The metacognitive group was also better able to reflect on their learning than their counterparts who were not exposed to such training. In addition, structured interviews indicated the positive effects of the metacognitive training on students’ information processing, socialcognitive interaction, and error detection. Conclusions. Being exposed to metacognitive training exerts positive effects on students’ achievement outcomes and cognitive-metacognitive behaviours.