The impact of learning journals on metacognitive and cognitive processes and learning performance

A.R.McCrindle A.R.McCrindleAndrea R.A.R.McCrindle A.McCrindleAndrea R.https://api.elsevier.com/content/author/author_id/6506444253 (1995) The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5 2: 167-185. doi:10.1016/0959-4752(95)00010-Z


Author A.R.McCrindle A.R.McCrindleAndrea R.A.R.McCrindle A.McCrindleAndrea R.https://api.elsevier.com/content/author/author_id/6506444253
Title The impact of learning journals on metacognitive and cognitive processes and learning performance
Journal name Learning and Instruction   Check publisher's open access policy
ISSN 0959-4752
Publication date 1995-01-01
Sub-type Article (original research)
DOI 10.1016/0959-4752(95)00010-Z
Open Access Status Not yet assessed
Volume 5
Issue 2
Start page 167
End page 185
Total pages 19
Language eng
Subject 3304 Education
3204 Developmental and Educational Psychology
Abstract Forty university students in a first-year biology course were randomly assigned to either a learning journal (experimental) or scientific report (control) group. Students in the learning journal group were provided with opportunities to develop a written record of their learning processes during the course. Students in the scientific report group were provided with similar opportunities to write a report on the material they were learning. Both groups gave comparable ratings on a questionnaire asking them to indicate the importance of a range of metacognitive and cognitive strategies. Results showed that the experimental group used more metacognitive strategies and more sophisticated cognitive strategies during a learning task. The journal group also showed more sophisticated conceptions of learning, greater awareness of cognitive strategies and demonstrated the construction of more complex, related and integrated knowledge structures when learning from text. Finally, the journal group performed significantly better on the final exam for the course.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import - Archived
 
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Created: Tue, 12 Sep 2017, 00:04:34 EST by System User