Students metacognition, strategy, and affective anxiety while executing a spreadsheet activity

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Students metacognition, strategy, and affective
anxiety while executing a spreadsheet activity

• Authors Trang Nguyen
• Dr. Lyn Henderson

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Introduction

• Vocational Education and Training students at
  Technical and Further Education in Australia
• differed in learning strategies ? different
  perceptions in learning computer software
• The need to understand students thinking skills

Participants 2 males, 2 females, ICT entry level
I knew I had to try to figure out how to do
this.
I do not know how to do that
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Spreadsheets

• Spreadsheet Mind tools
• valuable ? critical thinking skills and
  strategies
• (Jonassen , 1995 Rowe 1988 1993 1996
  Salomon, Perkins, Globerson 1991)
• Spreadsheets in this study combines technical
  and cognitive skills
• Critical thinking includes metacognition

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Metacognition, strategy, and affective

• Metacognition thinking about thinking, and then
  employing
• strategies to
  enhance and problem solve solutions
• when there is
  understanding failure
• (Henderson
  Tallman, 2006)
• Well developed metacognition vs Low levels of
  metacognition
• Affective states can influence cognitive
  processing
• (Picard, 1997)
• Metacognition links to strategy (Marland,
  Patching, Putt, 1992)

Every time I made a mistake and knew I was
wrong, I was frozen and couldnt do anything
I dont understand the question, so I make sure
to read it again
Source of image www.isaacmao.com/
works/images/ME_LD.1.gif
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Research questions

• In what ways do metacognition, strategy, and
  affective anxiety interact and affect each other?

Metacognition
?
?
Anxiety
Strategy
?
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Methodology
7
Data categorisation
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Findings
?
?
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Findings Metacognition

• Control type Metacognition (Males 20 Females
  7)
• Males generate effective strategies to solve
  problems
• Monitor, plan, and modify thinking
• Awareness metacognition(Males 6 Females 25)
• Females aware of difficulties in understanding
  spreadsheet
• tasks, inability to
  recall.
• Males aware of ability ? keep focusing on topic
• ? comprehension of
  overall concepts

Well-directed metacognitive control enhanced the
performances by helping to maximize
studentscapabilities and optimized their
strategies
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Findings Strategy

• Males (37), females (10)
• Males made better metacognitive use of strategies
  
• Females inadequate control metacognition

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Findings Affective anxiety
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Conclusions and Implications

• Cannot generalise but results are such that
  warrants further research to see if these results
  can be confirmed
• metacognition played a major role in the
  selection of strategy
• affective anxiety affects both metacognition and
  strategy

Metacognition
Anxiety
Strategy
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References

• 1 Joanssen, D. (1996). Computers in the
  classroom. Mindtools for critical thinking.
  Retrieved 01 December, 2004, from
  http//www.quasar.ualberta.ca/edpy485/edtech/mindt
  ool.htm
• 2 Henderson, L., Putt, I., Coombs, G. (2002).
  Mental models of teaching and learning with the
  WWW. Retrieved 01 December, 2004, from
  http//www.ascilite.org.au/conferences/auckland02/
  proceedings/papers/063.pdf
• 3 Maiorana, V.P. (1992). Critical thinking
  across the curriculum Buiding the analytical
  classroom. Retrieved 25 May, 2005, from
  http//www.kcmetro.cc.mo.us/longview/ctac/defintio
  ns.htm
• 4 Phelps, R. Graham, A. (2004). Teachers and
  ICT Exploring a metacognitive approach to
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• 5 Bohlin, R.M. (2002). Avoiding computer
  avoidance. Retrieved 19 July, 2004, from
  http//it.coe.uga.edu/itforum/paper35/paper35.html
  

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References

• 6 Lyle, L. (2003). Stimulated recall a report
  on its use in naturalistic research. British
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• 7 Stough, L. Palmer, D. (2003). Special
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  B.Ed. Hons James Cook University, Townsville.
• 9 Picard, R.W. (1997). Affective computing.
  Cambridge MIT Press.
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References

• 12 Gravill, J.I., D.R. Compeau, and B.L.
  Marcloin. (2002). Metacognition in IT The
  influence of self-efficacy and self-awareness.
• 13 Marland, P.W., W.G. Patching, and I. Putt.
  (1992). Learning form text. Glimpses inside the
  minds of distance learners. James Cook University
  of North Queensland
• 14Picard, R.W. (1997). Affective computing.
  Cambridge MIT Press.

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• Thank you for your interest