This study asked two questions. First, to what extent can metacognitive strategies instruction increase metacognitive awareness in released-time seminary students? Second, if metacognitive awareness is increased, is this increase correlated with changes in released-time seminary students' attitudes towards scripture study, their scripture study behavior, how they perceive the quality of their study, and how much they enjoy studying the scriptures? A control group and two experimental groups were used for this study. Experimental group 1 was taught basic scripture reading strategies without metacognition. Experimental group 2 was taught metacognitive strategies related to scripture study. Students in each experimental group used these strategies for 10 consecutive class sessions. Pre- and post-survey data was collected for comparison. Statistically significant gains in metacognitive awareness were found when comparing the pre- and post-survey scores of experimental group 2. When comparing experimental group 2 to experimental group 1 and the control group, analysis of covariance (ANCOVA) demonstrated that these gains in metacognitive awareness were not significant by comparison. Students in experimental groups 1 and 2 were asked to rate themselves in the post-survey on the effort they expended utilizing the strategies presented. When students in experimental group 2 who rated themselves high for effort were isolated, an analysis of covariance yielded statistically significant gains for metacognitive awareness in comparison with the other two groups. The same analyses were performed on measures related to scripture study. While experimental group 2 showed statistically significant gains from pre-survey to post-survey, when analyzed against experimental group 1 and the control group, no significant changes were observed. This was also the case for students who rated themselves high for effort in implementing the strategies presented. The results from this study suggest that metacognitive strategies can increase metacognitive awareness in released-time seminary students when they put forth the required effort to learn them. Further research in metacognitive application to scripture study is warranted. Qualitative studies with small focus groups could be a valuable avenue of exploration in future studies.
College and Department
Religious Education; Religious Education
BYU ScholarsArchive Citation
Pearce, Trevor Scott, "Metacognitive Strategies and Scripture Study in Released-Time Seminary" (2018). Theses and Dissertations. 6980.
metacognition, reading, scripture study, seminary, LDS, reading strategies