An investigation to describe and enhance the metacognitive processes of high school students with attention deficit hyperactivity disorder and learning disability who were studying for an examination

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dc.contributor.advisorGordon, Christine J.
dc.contributor.authorWong, Wonyee
dc.date.accessioned2005-08-16T17:33:48Z
dc.date.available2005-08-16T17:33:48Z
dc.date.issued2004
dc.descriptionBibliography: p. 187-200en
dc.description.abstractMetacognition (thinking about thinking) is essential to successful learning because it enables students to better manage their cognitive skills and to determine areas in need of improvement. This qualitative study investigated and described the metacognitive processes of four grade 10, high school students with Attention Deficit Hyperactivity Disorder and Learning Disability (ADHD/LD) who were studying for an examination. The study was conducted over a period of 14 weeks in a high school with the resource room teacher providing the instructional sessions. A review of the literature in metacognition and ADHD/LD was conducted for the purpose of (a) identifying issues related to the conceptualization of metacognition and ADHD/LD; (b) understanding ADHD/LD in the context of education; and (c) assessing the utility of metacognition in learning and studying for students with ADHD/LD. Based on the theoretical issues in metacognition, research questions were formulated to guide the research design. Specifically, the research questions focused on gaining insights into how the students used metacognition independently and with support during the teaching phase to assess and monitor their learning. Additionally, the research questions focused on how they understood and retained information from text during their studying for taking an examination. A pilot study was conducted to refine the research using a multi-level methodology to minimize reliance on one methodology for data collection. Comparison and contrast as a method of data analysis in the pilot study confirmed the emerging patterns of knowledge themes from Ii terature. These knowledge themes related to different levels of metacognitive awareness, and were identified to describe the students' thinking in the main study: knowing when you know (or do not know); knowing what you know; knowing what to do with what you know; and knowing how you know. Thick description, data from multiple sources (think alouds in the interviews and from the tutoring, field notes and the researcher's and teacher's observations) was triangulated to ensure that the research findings and interpretations were consistent and credible. The findings from this research suggested that for the students with ADHD/LD, acquisition of metacognitive abilities is complex and connected with affect, effort, and transfer of learning. This research corroborates theories that emphasize the connection between cognitive, metacognitive, and self-regulation of affective components in learning. Moreover, the findings in this research have advanced an understanding of the complexities of learning and raise concerns about how learning is emphasized in the classroom. Placing a strong emphasis on mastery of content apparently leads to a goal of content mastery performance. Alternatively, focusing on increasing a broader repertoire of metacognitive strategies could lead to a goal of acquisition of metacognitive knowledge about self-regulation. In this study, the need to advocate for students' awareness of cognition and selfregulation to enhance learning and study skills was highlighted. If students are to acquire knowledge for understanding and transfer, then learning how to study should not be assumed as part of their repertoire of skills. Overall, reading to learn and studying are essential processes that should be incorporated into the curriculum for guided instruction.
dc.format.extentx, 215 leaves : ill. ; 30 cm.en
dc.identifier.citationWong, W. (2004). An investigation to describe and enhance the metacognitive processes of high school students with attention deficit hyperactivity disorder and learning disability who were studying for an examination (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/16392en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/16392
dc.identifier.isbn0612977315en
dc.identifier.lccAC1 .T484 2004 W66en
dc.identifier.urihttp://hdl.handle.net/1880/42136
dc.language.isoeng
dc.publisher.facultyEducation
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleAn investigation to describe and enhance the metacognitive processes of high school students with attention deficit hyperactivity disorder and learning disability who were studying for an examination
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 1547 520492064
ucalgary.thesis.additionalcopy370 EDC 2004 WONen
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
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