AN INVESTIGATION OF THE IMPACT OF METACOGNITIVE PROMPTS, AS FACILATED BY THE EFAP-SRL MODEL, ON ACHIEVEMENT ON THE END |OF UNIT MATH TEST AMONG 8th GRADE GIRLS IN QATAR PREPARATORY SCHOOLS.
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The aim of the present study is to investigate the impact of using metacognitive prompts as facilitated by the Enhanced Formative Assessment with Self-Regulated Learning (EFAP-SRL) model on students’ achievement on the end of unit Math assessment among 8th grade girls. The study was conducted at two schools over a two-month period; each school had a control group and a treatment group (N=113). Students from the treatment group received quizzes with built-in metacognitive prompts, while students from the control group received quizzes not containing metacognitive prompts. Teachers in the treatment group received three training sessions on how to use the EFAP-SRL model; the researcher received training sessions given by a specialist in SRL in College of Medicine in Qatar. The results showed no significant difference on the end of unit assessment scores between the control groups and treatment groups; furthermore, assessment scores from all four groups were skewed. The results of the study suggest a need for summative assessments to be constructed using an item bank of good quality test items. Additionally, the study suggests that a replication study using metacognitive prompts over a longer period of time is needed to determine a possible impact.
- Educational Sciences [9 items ]