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.

Abstract

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.