Enhancing the Performance of Students


Over the years, scholars in the education field have actively developed studies to develop the best motivational models to be applied in the teaching field for the purpose of enhancing the performance of students. The main motivation for this study was to establish a comprehensive strategy for students to apply when studying different complex concepts in class. The validation of the hypothesis would imply that it is possible to enhance individual performance through controlling and monitoring metacognitive processes. While there are many theories related to the enhancement of performance in school, there are limited guidelines to the practical implementation of the respective models.

One of the motivational elements in enhancing the performance of students in class is the use of self-evaluation. Self-evaluation entails a regular scrutiny of individual performance on grasping the concepts introduced in class. Various researchers have developed studies to review the effectiveness of this approach in enhancing the performance of students. It is apparent that there is a need for researchers to look into the validity of the hypothesis that self-regulated learning platforms enhance the performance of students. Several studies have been developed to evaluate the efficiency and accuracy of the metacognition process involved in self-regulation to enhance performance.

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Several studies have revealed that the ability to understand the metacognitive process, evaluate it, and control it can help in increasing the cognitive ability required in learning. Most of the studies also reveal that the control of metacognition is based on the development of the right responses to various cues. When an individual has the appropriate response to cues, their performance in cognition is enhanced; however, inaccuracy in the use of cues can lead to the deterioration in learning. This paper looks into three studies that focused on metacognition in self-regulation as a viable approach to enhancing performance in learning. The development of accurate cues in metacognition enhances the performance of students because it fosters the accurate retrieval of concepts from the memory.

Literature Review
Thiede, Griffin, Wiley, and Anderson (2010) conducted a qualitative study that included two experiments with a group of at-risk college students and typical college students. The at-risk participants were involved in a low performance level in comprehension subjects, whereas the typical students performed fairly well. The study focused on highlighting the role of meta-comprehension accuracy in the development of cues that enhance the ability to create a more efficient memory retrieval process. The first experiment involved the subjection of the participants to a comprehension process that was followed by a delayed test to summarize the comprehended ideas. The results revealed that the at-risk students performed a relatively lowly in summarizing the concepts than their typical student counterparts. 

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