Relationship among University Students’ Metacognition, GPA and Online Notetaking Strategy Use

정현숙; Yu, Kyong Ae

This study investigated and discussed three major topics related to metacognition: metacognition differences among university students based on gender, grade, age, and school location (in Seoul and other regions); the relationship between their metacognition and GPA; and the effects of the online notetaking strategy on metacognitin. In this study, the survey results of 1,017students (483 from five universities in Seoul and 534 from four universities in other regions) were statistically compared. The results indicate that there was no significant difference in metacognitive abilities between male and female students. However, significant variations in student metacognition were found on the basis of grade level, age, and school location. This study also demonstrates that students’ metacognition was significantly correlated with their GPA: compared to the students with lower metacognitive abilities, students with higher metacognitive abilities were more likely to maintain a higher GPA and take online notes while reading. While reading learning materials written by Korean and English, the students who chose online notetaking as a learning strategy had significantly higher metacognition scores than those who did not utilize the strategy. These results suggest that learners’ metacognitive abilities influence the selection of learning strategies they may use, which thereby has an effect on achievement and learning. Our findings also indicate that online notetaking is one of learning strategies that students frequently utilize to store information into their long-term memory in reading online and offline, which consequently enhances their academic achievements by improving their metacognitive abilities. This paper highlights that university students’metacognitive abilities might be developed by using learning strategies and tools such as online notetaking and that Internet and computer technologies will be increasingly helpful for teaching in the information age of the 21st century.

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* 2022년 이후 발행 논문의 참고문헌은 현재 구축 중입니다.

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