Studying for exams isn’t about cramming facts or reading notes over and over. With so much to remember, it’s not just about working hard but also working smart. One of the best ways to do this is through Metacognition. Touted as one of the most cost-effective ways to improve learning, research shows that using metacognitive strategies can give students the equivalent of 7 extra months of learning.
So, can Metacognition also help students revise more effectively and improve their exam scores? To find out, we’ll explore the Cognitive Science behind how these strategies impact learning and academic performance. Read on for:
- Practical metacognitive strategies students can use
- A 30-second recap of Metacognition
- What the research says about Metacognition and exam revision
What is Metacognition?
Often simplistically described as “thinking about thinking”, Metacognition refers to a student’s ability to understand their thought processes and choose the best strategies to solve problems. By actively taking charge of their thought processes, metacognitive strategies promote students’ self-awareness and self-reflection. This way, students become more aware of their strengths and weaknesses, allowing them to improve how they study and learn. To find out more, check out this guide to Metacognition in the classroom.
Research shows that Metacognition can boost learning and performance in many ways. But does this also apply in the unique setting of exam revision? Let’s take a closer look at what the research says.
The effectiveness of metacognitive revision strategies
A study published in Education Sciences looked at whether students who used metacognitive revision strategies scored higher on their exams compared to those who didn’t. Researchers asked 121 students to fill out a questionnaire after taking a major history exam. The survey asked students to describe what metacognitive strategies they used while studying and how often they used them. Here’s what the study found:
1. Metacognition was associated with improved exam performance
The study found that students who used metacognitive revision strategies scored higher on their exams than those who didn’t. For example, students who reviewed their readings or listened to podcast lectures before class scored about 4.9% higher. Those who regularly joined small group discussions in class saw a 6.7% boost in their scores. The biggest improvement came from students who created outlines for potential exam questions; they performed 9.6% better than those who didn’t.
The researchers believe that these strategies helped students think about different ways to study and to choose the most effective study methods. This deeper engagement with the material likely improved their understanding and overall academic performance.
2. Metacognitive strategies are not limited to only revision
Interestingly, the study also found that many students used metacognitive strategies during the exam itself. About 65% of students made a quick outline before writing their essays, and they ended up scoring 4.4% higher than those who didn’t.
The researchers suggest that these students were thinking about their approach before diving in, choosing the best strategy to organise their thoughts. By planning ahead and being more intentional with their writing, they likely created clearer, more structured arguments, which helped boost their scores.
Not all metacognitive strategies are created equal
Although engaging with Metacognition while revising boosts learning and performance, more research has demonstrated that some metacognitive strategies are more effective than others. In another fascinating paper, the authors investigated the relationship between different metacognitive strategies and exam performance among 395 undergraduate students.
The researchers grouped metacognitive strategies into two types:
- Active strategies help students stay engaged with the material by focusing on and organising information, but they don’t involve creating new ideas. Examples include copying notes, highlighting key points, and summarising.
- Constructive strategies go a step further by encouraging students to generate new ideas or make connections beyond what they’re given. This includes techniques like thinking about how well they understand a topic (self-monitoring), explaining concepts in their own words (self-explaining), and testing themselves from memory (Retrieval Practice).
Here, the authors found that constructive, and not active, strategies improved exam performance. While there was no relationship between the use of active strategies and exam scores, there was a positive correlation between the use of constructive strategies and exam scores. In particular, students who used self-monitoring and Retrieval Practice tended to perform better.
Practical implications from the research
Based on the research findings, here are two practical tips you can apply to the classroom:
Get students to explore different kinds of metacognitive strategies – Research indicates that constructive strategies are superior to active ones. Once students get comfortable with basic metacognitive strategies, you can guide them toward more advanced techniques that facilitate deeper awareness and understanding.
Encourage the use of metacognitive strategies among students – Teaching Metacognition in the classroom can be very beneficial. One way to develop effective Metacognition is by getting students to consider their studying approach before, during, and after revision sessions. This can help set them up for success, encourage self-monitoring when revising, and promote reflection after revision.
4 ways to use Metacognition when revising
- Encourage students to create outlines
Teaching students to outline key topics or potential exam questions can help them organise their thoughts and structure their responses more clearly. This simple approach ensures their answers are well-planned and easier to follow. - Promote Retrieval Practice
Encourage students to regularly test themselves from memory. This proven technique improves retention, strengthens understanding, and helps them identify areas where they need to focus their efforts. - Teach students to monitor and reflect
Help students build the habit of pausing during revision to assess their understanding. By reflecting on their progress, they can adjust their strategies to target the areas where they need the most improvement. - Encourage self-explanation
Presenting information in their own words helps students consolidate their knowledge and ensure key points are fresh in their minds for exams.
Final thoughts
Using metacognitive strategies during revision can help improve student learning and exam performance. When students think about how they’re learning, they become more active participants in their own education. By being more aware of their learning process, students not only do better on exams but also develop skills that will help them throughout their academic journey and beyond.
