Introduction to Psychology (PSYC 1101) Course Redesign at the University of North Georgia
John A. Dewey, L. Alison Hite, Lori I. Furbush, Bryan L. Dawson, Connie S. Ringger, Jennifer K. Herrig
University of North Georgia
This case study describes an intervention to improve students’ metacognition and mastery of course learning objectives. Introductory Psychology students (n = 261) were asked to predict their exam scores during each exam. The Experimental Group received a warning lecture about overconfidence. They also received exam wrappers including detailed feedback and prompts to encourage metacognitive reflection. Compared to controls, the Experimental Group showed greater improvement in metacognition; but there was no significant difference in terms of mastery of course learning outcomes. We conclude that the intervention shows promise for improving metacognition but does not automatically lead to improved.
