The following paper discusses the effect of metacognitive training sessions on students calculus retention. Students in two high school classes participated. The students in both classes were then given lessons on a chapter without metacognitive training and lessons on a subsequent chapter with training in a set of metacognitive skills. After the latter chapter students scored higher on a post-test and expressed desire to incorporate the skills they learned into their other classes.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-07022013-075843 |
| Date | 08 July 2013 |
| Creators | Bergstresser, Bonnie Sue |
| Contributors | Madden, James, Neubrander, Frank, Sundar, Padmanabhan |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-07022013-075843/ |
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