Abstract
This paper shares reflections from an
empirical study on the experience of using Pintrich et al.’s (1991) Motivated
Strategies for Learning Questionnaire (MSLQ) and learner logs to strengthen
metacognition and self-regulated learning in students enrolled in two education
courses: a) an educational foundations course, which focuses on critical and
contemporary issues in education, and b) a mathematics course for elementary
education majors, which studies geometry. Student reactions as well as the
qualitative benefits and drawbacks of these tools are also shared. In addition,
important pointers are highlighted in the following areas: designing pre-class
work, providing feedback on the MSLQ, and using the MSLQ results to generate
learner log prompts.
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IJAHSS by IPRPD is licensed under a Creative Commons Attribution 4.0 International License.