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The Role of Metacognition in a Monte...

Harris, Melinda M.

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The Role of Metacognition in a Montessori Environment and the Effects on Academic Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Role of Metacognition in a Montessori Environment and the Effects on Academic Achievement./
Author:	Harris, Melinda M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	132 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:	Dissertation Abstracts International77-03A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3730053
ISBN:	9781339161754

The Role of Metacognition in a Montessori Environment and the Effects on Academic Achievement.
Harris, Melinda M.

The Role of Metacognition in a Montessori Environment and the Effects on Academic Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 132 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.

Thesis (Ed.D.)--Union University, 2015.

Research focusing on metacognition and the desire to develop metacognitive habits in students has been an ongoing goal for educators. Philosophers and educators dating back for centuries have undergone the task of assisting students in the ability to analyze and evaluate their thinking. In addition, the ability to provide an experiential classroom that promotes creativity, critical thinking, and problem solving is an enduring objective for all educators. This research explored the impact of a Montessori educational setting and the essential metacognitive skills that have been embedded in this unique methodology. More specifically, the purpose of this research was to examine the possible predictive effect of metacognition on academic achievement in reading and mathematics within a Montessori classroom. In this study, 96 students were chosen based on their educational experiences in a Montessori setting. All participating students, Grades 3--8, had attended a Montessori school beginning in kindergarten. Participants completed the Jr. Metacognitive Awareness Inventory (Jr. MAI), a Likert-type survey in which metacognitive skills were addressed. The inventory consisted of 12 questions for students in Grades 3--5 and 18 questions for students in Grades 6--8. In addition to the Jr. MAI, each participant completed grade-level skills assessments in reading and mathematics as measured by the AIMSweb assessment. A series of multiple regression analyses were performed in the statistical analysis in order to assess the predictive qualities of metacognition on academic achievement in reading and mathematics. The results of this study indicated that no significant relationship was found between metacognitive awareness of students and their levels of academic achievement in reading and mathematics. Further implications of the results are discussed.

ISBN: 9781339161754Subjects--Topical Terms:

517650
Educational psychology.

The Role of Metacognition in a Montessori Environment and the Effects on Academic Achievement.
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