Strategy monitoring
Overview
- Influence: Strategy monitoring
- Domain: Student Learning Strategies
- Sub-Domain: Meta-cognitive/self-regulated learning
- Potential to Accelerate Student Achievement: Potential to accelerate
- Influence Definition: A metacognitive practice whereby a student monitors her or his own strategies to complete a task. It often involves students being trained both in problem-solving techniques and in monitoring techniques (through which they observe how and whether they are following problem-solving protocols).
Evidence
- Number of meta-analyses: 2
- Number of studies: 235
- Number of students: 0
- Number of effects: 235
- Weighted mean effect size: 0.54
- Robustness index: 3
Meta-Analyses
| Journal Title | Author | First Author's Country | Article Name | Year Published | Variable | Number of Studies | Number of Students | Number of Effects | Effect Size |
|---|---|---|---|---|---|---|---|---|---|
| Educational Research Review | Donker, de Boer, Kostons, van Ewijk, & Van der Werf | Netherlands | Effectiveness of Learning Strategy Instruction on Academic Performance: A Meta-Analysis | 2014 | Monitoring & control | 81 | 0 | 81 | 0.71 |
| Dissertation | Lavery | New Zealand | Self-regulated learning for academic success: An evaluation of instructional techniques | 2008 | Self monitoring | 154 | 0 | 154 | 0.45 |
| TOTAL/AVERAGE | 235 | 0 | 235 | 0.58 | |||||