Abstract

Calibrated Judgments of Learning (CJOL) represent the degree to which students' judgments of learning (JOL) relate to their actual learning. Although a substantial amount of research has been conducted on calibration and JOL in various domains of psychology, only a growing number of studies have begun to address the use of CJOL in applied educational settings. This study investigated the use of CJOL in university developmental math courses. Study participants included 185 men and 100 women with ages ranging from 18 to 61 years (M = 23.48, SD = 5.95). Study results indicate that these developmental math students were fairly accurate in their perceptions of their math performance. When inaccurate, students most commonly under estimated their performance. Students' accuracy was also greatly influenced by the difficulty of math questions on the tests. High performing students were consistently more accurate than lower performing students. Over the course of the study, students received feedback on their accuracy in an attempt to facilitate improved accuracy. Results indicated that students' accuracy decreased with time; likely this was due to the increase in the difficulty of math questions on each test.

Degree

MS

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2016-07-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd8873

Keywords

judgment of learning, calibration, metacognitive judgments, metacognitive monitoring, self-regulation, developmental math

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