{"id":208,"date":"2014-07-28T14:50:20","date_gmt":"2014-07-28T14:50:20","guid":{"rendered":"http:\/\/hets.org\/ejournal\/?p=208"},"modified":"2014-07-28T14:56:19","modified_gmt":"2014-07-28T14:56:19","slug":"reflection-and-metacognition-in-first-year-experience-at-queensborough-community-college","status":"publish","type":"post","link":"https:\/\/hets.org\/ejournal\/reflection-and-metacognition-in-first-year-experience-at-queensborough-community-college\/","title":{"rendered":"Reflection and Metacognition in First Year Experience at Queensborough Community College"},"content":{"rendered":"

Dr. Jean Darcy<\/span><\/p>\n

Queensborough Community College<\/span><\/p>\n

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Reflection and Metacognition in First Year Experience at Queensborough Community College<\/span><\/p>\n

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In data provided by Victor Fichera, Principal Investigator of Academy Assessment Protocol at Queensborough Community College, it is reported that students enrolled in courses in which reflection and metacognition are used in projects that engage active learners, students are retained at higher levels of passing grades.\u00a0 In these projects technology is used in collaboration with scaffolded tasks that result in the student production of a \u201cweb object,\u201d in this case a digital story.\u00a0 It is our thesis that the use of technology in parallel relation to reflection amplifies and makes visible the metacognitive work.\u00a0 In our project, The Student Wiki Interdisciplinary Group, students use ePortfolio learning spaces to build an\u00a0\u00a0 identity in terms of both personal goals and\u00a0 the roles they assume within the academic community in the classroom.<\/span><\/p>\n\n\n\n\n\n\n\n
En 101 EnrollmentFall 2010<\/td>\nN<\/td>\nExempt\/Passed All Placement Tests<\/td>\nFall 2010CUM GPA<\/td>\nPass Rate En 101<\/td>\n<\/tr>\n
All Enrolled<\/td>\n2,872<\/td>\n31.4%<\/td>\n2.34<\/td>\n85%<\/td>\n<\/tr>\n
Non SWIG<\/td>\n2,721<\/td>\n31.0%<\/td>\n2.33<\/td>\n84.4%<\/td>\n<\/tr>\n
SWIG<\/td>\n151<\/td>\n37.7%<\/td>\n2.39<\/td>\n95.8%<\/td>\n<\/tr>\n
Non SWIG All Exempt<\/td>\n844<\/td>\n100%<\/td>\n2.42<\/td>\n86.2%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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In addition, to determine how reflection works in moving students from the meaning making practices in relation to communal bonding to disciplinary practices that move students to work on future career goals, we use a reflection survey.\u00a0\u00a0 The survey is administered through a survey monkey three times during the creation of their projects.\u00a0 In this way reflection is a dynamic action in parallel relation to knowledge production.\u00a0 Results from the reflection survey also support our hypothesis.\u00a0 (see appendix).\u00a0 Using SPSS, a strong correlation was found between a student\u2019s use of memory in the project and their report that the project made them think about future learning.\u00a0\u00a0<\/span><\/p>\n

The reflection survey not only prompts students to reflect, but it helps them focus on specific cognitive tasks.\u00a0 By focusing on specific tasks and relating those tasks to reflection in the process of knowledge production, students see in their interactions with technology an amplified version of their own cognitive development.\u00a0\u00a0 In teaching this kind of synthesis, students come to understand integrated learning.\u00a0 All the changes to the project are visible in the project \u201cdraft history.\u201d<\/span><\/p>\n

Strong communal bonding can be used by students in their first year academic work.\u00a0 In our Freshman Composition courses students write stories that reflect meaningful moments, learning experiences.\u00a0 These stories are developed in relation to the peer stories; thereby providing students with a chance to see alternative paths of ethnic and cultural experience.\u00a0 The result is a kind of community that includes the differing perspectives. When students form teams, this bonding increases as they share multiple intelligences.\u00a0 In a rich \u201cstory telling community\u201d empathy becomes a part of active work as roles are recognized and talents acknowledged.<\/span><\/p>\n

At Queensborough Community College we learn in a truly global classroom.\u00a0 As an Hispanic serving institution with 26% Hispanic population, students learn alongside students from\u00a0\u00a0 143 countries bringing language experience in Spanish, French, Urdu, Hindi, Punjabi, Chinese, Pushto, and Farsi.\u00a0\u00a0 By stressing metacognitive practices in this diverse first year experience, we are able to bring into expression the multiplicity of rich cultural experiences that enrich our dialogues and provide ways for students to connect with each other, gaining a sense of \u201cacademic\u201d community through shared disciplinary practices rooted in cultural concerns.\u00a0\u00a0<\/span><\/p>\n

The guiding principle for this project comes from John Dewey\u2019s \u201cArt and Experience\u201d, 1934. He introduces the reflection cycle as a way of centering the learning experience in the student.\u00a0 He is arguing against the \u201creflex arc\u201d which defines learning as a result of external stimuli. To center the student in his own learning through reflection we use Dewey\u2019s understanding of beginning with the \u201chuman creature in his conditions,\u201d and we move the student through cultural knowledge by introducing them to the analysis of artifacts.\u00a0\u00a0\u00a0\u00a0<\/span><\/p>\n

To this end we have broken Dewey\u2019s reflection cycle into eight stages in an effort to make the process visible to students.<\/span><\/p>\n

The reflection cycle is:<\/span><\/p>\n

1)\u00a0\u00a0\u00a0\u00a0\u00a0 Entering the Academic Community: Threshold Experience<\/span><\/p>\n

2)\u00a0\u00a0\u00a0\u00a0\u00a0 Negotiating the Borders of Disciplinary Discourse<\/span><\/p>\n

3)\u00a0\u00a0\u00a0\u00a0\u00a0 Mutual Gift Giving (sharing cultural artifacts)<\/span><\/p>\n

4)\u00a0\u00a0\u00a0\u00a0\u00a0 Selecting and Storyboarding (sorting through and selecting from a gallery)<\/span><\/p>\n

5)\u00a0\u00a0\u00a0\u00a0\u00a0 Integrating Voice with Visual-Knowledge<\/span><\/p>\n

6)\u00a0\u00a0\u00a0\u00a0\u00a0 Producing and Distributing<\/span><\/p>\n

7)\u00a0\u00a0\u00a0\u00a0\u00a0 Presenting to Audience<\/span><\/p>\n

8)\u00a0\u00a0\u00a0\u00a0\u00a0 Assessing Reflection: Part of the Reflection Cycle Itself<\/span><\/p>\n

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Entering the Academic Community:<\/span><\/strong><\/p>\n

\u00a0Each student is welcomed into the academic community by allowing for a time of recognition in the threshold experience.\u00a0 In the English classes, the teacher coaches students into writing their personal stories around meaning making moments.\u00a0\u00a0 That story is revised and edited using the writing techniques learned from the texts studied.\u00a0 Each paragraph employs new writing techniques that expand on description, analysis, synthesis and research literacy.\u00a0 Revised stories become essays as information relates the personal experience to cultural knowledge in the form of graphs, demographics and statistics.\u00a0 This use of disciplinary approaches changes the stories. Yet, our anecdotal experience in SWIG indicates that it is the moment when students move into the use of social pedagogy on the class wiki that connects them to other classes and teammates that has significant impact on students.\u00a0 (See appendix).<\/span><\/p>\n

Negotiating the Borders of Disciplinary Discourse and Mutual Gift Giving:<\/span><\/strong><\/p>\n

Functioning more like a blog with a wiki component, we like to call it a \u201cbliki,\u201d students create their own wiki spaces by posting their stories and inviting other students into their space.\u00a0 Here, they post their stories and share \u201cgifts.\u201d\u00a0 In scaffolding our learning unit on storytelling we stress \u201cmutual gift giving\u201d as a practice that helps students negotiate the boundaries between disciplines.\u00a0 This mutuality among our storytellers helps them to understand academic communal sharing in which different disciplines, different ways of knowing, enhance and deepen problem solving strategies. What is encouraged is Carol Rodgers \u201clistening skills\u201d and sharing techniques.\u00a0 In this way a web space becomes a space in which students are real and active listeners. (Rodgers 209-37)<\/span><\/p>\n

A student who is posting to a peer\u2019s wiki might be in a sociology class and see the story in its relation to the social aggregate.\u00a0 A student peer in a history class might see its historical context.\u00a0 In a psychology class the dynamic is one that explores the relation between personal experience and theories of personality.\u00a0 In addition,\u00a0 the student is also able to access their own sense of personal gifts by selecting art, music, cartoons, You Tube documentaries , graphs, demographics, quotes and music to demonstrate that disciplinary knowledge.\u00a0\u00a0 Students accumulate gifts that inspire them to explore in new ways, thereby altering habits of mind as the see how other students from other cultures approach the story.\u00a0\u00a0\u00a0\u00a0<\/span><\/p>\n

Selecting and Storyboarding:<\/span><\/strong><\/p>\n

Aware of new alternative pathways, students now must select among those alternatives to storyboard their projects in a coherent form.\u00a0 With a myriad of web objects that embody different ways of knowing that are in parallel relation to their written texts, students must now focus on coherence, a coherence that is in parallel relation to the written text but containing other ways of knowing.\u00a0\u00a0 A storyboard is created that has the coherence of disciplinary argument that expands that of the written text.\u00a0 Media becomes involved in the message because one kind of text does not contain the same kind of knowledge. Students are challenged to explore how each different kind of media text is in an ironic, humorous, contradictory or descriptive relation.\u00a0 Two texts do not collapse meaning into the same interpretation.\u00a0\u00a0\u00a0<\/span><\/p>\n

Voice:\u00a0<\/span><\/strong><\/p>\n

Integrating voice into the digital story is a challenge in that students must confront a new way of understanding their own accents, pitch,\u00a0 and volume.\u00a0\u00a0 While many students are self- conscious about their accents, they soon learn in listening to others that these very accents add to the performance and make it unique. Clarity is the important element.\u00a0\u00a0 Nonetheless, mostly, the students \u201cread\u201d their texts as texts instead of allowing the text to become a part of their own voices in dialogue with others.\u00a0 Coming to own their own voices and read from an interior space of personal resonance, helps students own their projects in a conversation with others making academic community a matter of conversations about what matters.\u00a0 Using recording software, a voiceover accompanies the visuals and new kind of integration is made that brings the work into oral traditions of storytelling.\u00a0\u00a0\u00a0<\/span><\/p>\n

Producing and Distributing:<\/span><\/strong><\/p>\n

Knowing that their stories\/essays will be produced and hosted on the world wide web has influenced student choices from the beginning of the project.\u00a0 The relation between private and public knowledge is negotiated with an awareness of writing in the age of media. This sharing changes the audience of student work which is no longer a personal document shared only with a teacher.\u00a0 How do we protect our private lives at the same time that we write about what is most significant?\u00a0<\/span><\/p>\n

Tim O\u2019Brien is most helpful here.\u00a0 In his advice about storytelling he claims that \u201cA thing may happen and be a total lie; another thing may not happen and be truer than the truth.\u201d\u00a0 Instead of using the truths of their own lives for their stories, students use fictional conventions to write their stories yet stay close to their own concerns. From the beginning students are encouraged to acknowledge the audience of the www.\u00a0 What they write today may be something that they regret sharing in the future.\u00a0 The www audience reaction is different from the empathy shared in a classroom experience.\u00a0 For that reason, student stories are shared in spaces controlled by access keys and teachers are trained by Institutional Review Boards about student privacy.\u00a0\u00a0 Nonetheless, under that access key, students can share their stories with family in other countries.\u00a0<\/span><\/p>\n

Presentations and Reflections<\/span><\/strong><\/p>\n

After doing presentations in class students report being surprised by the way their stories are received.\u00a0 Their story is meaningful to another.\u00a0 They see themselves differently through another\u2019s eyes.\u00a0 Most significantly students report that while presenting their stories they feel like they are doing a \u201cpublic reflection.\u201d So used to the reflective practice built into the process, at the moment of presentation, students are recording in their own inner spaces how their own work is being seen by another, the mirror of their own meaning.<\/span><\/p>\n

Scholarship:<\/span><\/p>\n

Boud, Keogh, and Walker define reflection in a way that emphasizes an embodied way of knowing.\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Returning\u00a0<\/strong>to experience-recalling or detailing salient events;<\/span><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Attending to or connecting\u00a0<\/strong>with feelings;<\/span><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Evaluating experience, re-examining\u00a0<\/strong>experience in the light of one\u2019s intent and existing knowledge; integrating new knowledge into one\u2019s conceptual frameworks.\u00a0 (Boud, Keogh, and Walker 26-31).<\/span><\/p>\n

Bret Eynon noted in his essay on reflection \u201cIn Transit\u201d a report from the National Research Council:<\/span><\/p>\n

\u2026integration of metacognitive instruction with discipline \u2013based learning can enhance student achievement and develop in students the ability to learn independently.\u00a0 It should be consciously incorporated into curricula across disciplines and age levels\u00a0 (National 21).<\/span><\/p>\n

Patricia Cross, former dean of Cornell University, expresses it well when she characterizes the difference between \u201csurface\u201d learning and learning that is deeply rooted.\u00a0\u00a0\u00a0\u00a0<\/span><\/p>\n

While there are surely facts that must be learned in any field of study, the problem with surface learning is that when the facts fails to become rooted in the student\u2019s schema, they cannot be used to build knowledge and the isolated bits of information are quickly forgotten.\u00a0 (Cross)<\/span><\/p>\n

It is Donald Schon in\u00a0\u00a0The Reflective Practitioner\u00a0who conveys toeducators the urgency related to teaching our students habits of reflection that will prepare students for a future in which the world will be changing at ever increasing rates making adaptation\u00a0 a vital skill.<\/span><\/p>\n

The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique.\u00a0 He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behavior. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation.\u00a0 (68)<\/span><\/p>\n

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Works Cited<\/span><\/p>\n

Boud, David, Rosemary Keogh, and David Walker. (1985). \u201cPromoting Reflection in Learning: \u00a0 A Model.\u201d Reflection: Turning Experience into Learning.<\/em>\u00a0Ed. David Boud, Rosemary\u00a0\u00a0Keogh and David Walker.\u00a0 London: Kogan; New York: Nichols,\u00a0 18-40. Print.\u00a0\u00a0<\/span><\/p>\n

Cross, K. Patricia.(2009).\u00a0Learning is About Making Connections<\/em>. Laguna Hills: League for\u00a0Innovation\u00a0\u00a0in Community Coll.; Princeton: Educ. Testing Service, June 1999. ERIC- \u00a0\u00a0\u00a0\u00a0\u00a0 Educational \u00a0\u00a0\u00a0 Resources Information Center. Web. Cross Papers 3, ERIC \u00a0 Document ED\u00a0\u00a0432 314.<\/span><\/p>\n

Dewey, John. (1934). Art as Experience<\/em>.\u00a0 New York: Penguin, 2005.<\/span><\/p>\n

Eynon, Bret. (2009). \u201cIntroduction.\u201d In Transit<\/em>, Vol.4 Center for Teaching and Learning, LaGuardiaCommunity College, City University of New York.<\/span><\/p>\n

Kuh, George. (2008).\u00a0High impact practices: What they are, who has access to them, and why\u00a0<\/em><\/span>they matter<\/em>. Washington, D.C.: A A C & U.<\/span><\/p>\n

Report at Convocation of the College, Queensborough Community College. (2012).\u00a0\u201cEngagement and Accountability.\u201d<\/em>\u00a0 Bayside, NY. Victor Fichera.<\/span><\/p>\n

Report from Queensborough Community College Student Wiki Interdisciplinary Group. (2011). Reflection Survey. Bayside , NY. Michael Bradley.<\/span><\/p>\n

Kuh, George. (2008).\u00a0High impact practices: What they are, who has access to them, and why\u00a0<\/em><\/span>they matter<\/em>. Washington, D.C.: A A C & U.<\/span><\/p>\n

Rodgers, Carol R. (2009). \u201cAttending to Student Voice: The Impact of Descriptive Feedback on Learning and Teaching.<\/em>\u201d\u00a0 Curriculum Inquiry 36.2 (2006): 209-37. Academic Search Complete. Web. 30.<\/span><\/p>\n

Schon, Donald A.\u00a0<\/em>(1983).\u00a0The Reflective Practitioner: How Professionals Think in Action<\/em>. New York:\u00a0Basic. Print.<\/span><\/p>\n

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Appendix<\/span><\/p>\n

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ePortfolio Reflection Questionnaire Analysis<\/span><\/p>\n

Prepared by Michael Bradley<\/span><\/p>\n

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Hypotheses<\/span><\/p>\n

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Hypothesis 1:\u00a0 Student responses to questions about reflections will increase from the first survey to the second survey.\u00a0<\/span><\/p>\n

Hypothesis 2: Student responses will increase from the second survey to the third survey*<\/span><\/p>\n

Hypothesis 3: Student responses to question 1 (While doing this project, I considered past memories and learning experiences.) will be correlated to responses to question 10 (While doing this project, I considered how this project might influence my future thoughts, learning, and actions.)\u00a0<\/span><\/p>\n

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Data Collection and Sample<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Students responded to the same ten questions at two points during their semester project.\u00a0 Students enrolled in English classes responded to the survey a third time.\u00a0 Data were collected over three semesters.\u00a0 Table 1 shows the distribution of survey responses over the data collection period.\u00a0<\/span><\/p>\n

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Table 1. Semester of Data Collection and Quantity of Data Collected<\/span><\/p>\n\n\n\n\n\n\n\n
Semester<\/strong><\/td>\nFirst Survey<\/strong><\/td>\nSecond Survey<\/strong><\/td>\nThird Survey<\/strong><\/td>\nTotal<\/strong><\/td>\n<\/tr>\n
Spring 2010<\/em><\/td>\n254<\/td>\n169<\/td>\n100<\/td>\n523<\/td>\n<\/tr>\n
Fall 2010<\/em><\/td>\n273<\/td>\n168<\/td>\n82<\/td>\n523<\/td>\n<\/tr>\n
Spring 2011<\/em><\/td>\n226<\/td>\n144<\/td>\n52<\/td>\n422<\/td>\n<\/tr>\n
Total<\/strong><\/td>\n753<\/td>\n481<\/td>\n234<\/td>\n1468<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Demographic data was collected with the surveys.\u00a0 Approximately 50% of respondents were 19-21 years old, with an additional 26% reporting their age to be between 16-18.\u00a0 The sample was heavily female (65%) and racially diverse.\u00a0 The following ethnicities were represented in this sample: American Indian or Alaska Native (1.5%), Asian (14.2%), Black or African American (15.5%), Hispanic (23.6%), Native Hawaiian or Other Pacific Islander (.7%), White (13%), and Other (10.3%).\u00a0 Students were also asked about their employment status, financial aid status, and whether they had children.\u00a0 Approximately 38% of respondents indicated that they held a part-time job, 5.6% worked more than one part-time job, and 9.7% held a full-time job.\u00a0\u00a0 The remainder of the sample (46%) did not work.\u00a0 When asked if they received financial aid to attend QCC, 58% of students said yes.\u00a0 Only 9.4% of the sample had children.\u00a0<\/span><\/p>\n

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Analysis<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hypotheses 1 and 2 were tested simultaneously using a One Way Analysis of Variance (ANOVA).\u00a0 This allowed for comparison of all three time points to one another.\u00a0 Results were statistically significant if\u00a0<\/span>\u03b1<.05.\u00a0 Tukey\u2019s HSD was used for a post-hoc analysis.\u00a0 Table 2 presents average student responses to the ten survey questions at the three time points.\u00a0 Table 3 presents statistically significant group differences found by the ANOVA.<\/p>\n

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Table 2. Average responses to Survey Questions<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Question<\/strong><\/td>\nFirst Survey<\/strong><\/td>\nSecond Survey<\/strong><\/td>\nThird Survey<\/strong><\/td>\n<\/tr>\n
While doing this project, I considered past memories and learning experiences.<\/em><\/td>\n3.6820 <\/td>\n3.6216 <\/td>\n3.8947 <\/td>\n<\/tr>\n
While doing this project, I considered my own thoughts and feelings.<\/em><\/td>\n3.8516 <\/td>\n3.8217 <\/td>\n4.0433 <\/td>\n<\/tr>\n
While doing this project, I considered how I think, learn and understand information.<\/em>\u00a0<\/em><\/td>\n3.8649 <\/td>\n3.8950 <\/td>\n4.0343 <\/td>\n<\/tr>\n
While doing this project, I considered how media, including the Internet, influences my learning.<\/em>\u00a0<\/em><\/td>\n3.5023 <\/td>\n3.7494 <\/td>\n3.8634 <\/td>\n<\/tr>\n
While doing this project, I considered another person\u2019s point of view, skills and knowledge.<\/em>\u00a0<\/em><\/td>\n3.5601 <\/td>\n3.8167 <\/td>\n3.8495 <\/td>\n<\/tr>\n
While doing this project, I considered how group work impacts my own learning.<\/em>\u00a0<\/em><\/td>\n3.3809 <\/td>\n3.5806 <\/td>\n3.7010 <\/td>\n<\/tr>\n
While doing this project, I considered my impact on another\u2019s understanding and knowledge.<\/em>\u00a0<\/em><\/td>\n3.5129 <\/td>\n3.6041 <\/td>\n3.7696 <\/td>\n<\/tr>\n
While doing this project, I considered what I need to learn.<\/em>\u00a0<\/em><\/td>\n3.9105 <\/td>\n3.8433 <\/td>\n4.0585 <\/td>\n<\/tr>\n
While doing this project, I considered how different disciplines influence one another.<\/em>\u00a0<\/em><\/td>\n3.5994 <\/td>\n3.6932 <\/td>\n3.8981 <\/td>\n<\/tr>\n
While doing this project, I considered how this project might influence my future thoughts, learning and actions.<\/em>\u00a0<\/em><\/td>\n3.7623 <\/td>\n3.7523 <\/td>\n3.8841 <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n
Question<\/strong><\/td>\nTime Period<\/strong><\/td>\nF<\/strong><\/td>\np<\/em><\/strong><\/td>\nMean Difference<\/strong><\/td>\n<\/tr>\n
While doing this project, I considered how media, including the internet, influences my learning.<\/td>\n1 to 2<\/td>\n12.74<\/td>\n<.0001<\/td>\n.247<\/td>\n<\/tr>\n
While doing this project, I considered another person\u2019s point of view, skills, and knowledge<\/td>\n1 to 2<\/td>\n11.47<\/td>\n<.0001<\/td>\n.257<\/td>\n<\/tr>\n
While doing this project, I considered how group work impacts my own learning.<\/td>\n1 to 2<\/td>\n9.11<\/td>\n<.0001<\/td>\n.1997<\/td>\n<\/tr>\n
While doing this project, I considered past memories and learning experiences.<\/td>\n2 to 3<\/td>\n4.67<\/td>\n.010<\/td>\n.272<\/td>\n<\/tr>\n
While doing this project, I considered my own thoughts and feelings.<\/td>\n2 to 3<\/td>\n3.89<\/td>\n.021<\/td>\n.222<\/td>\n<\/tr>\n
While doing this project, I considered what I need to learn.<\/td>\n2 to 3<\/td>\n3.34<\/td>\n.036<\/td>\n.215<\/td>\n<\/tr>\n
While doing this project, I considered how different disciplines influence one another.<\/td>\n2 to 3<\/td>\n6.91<\/td>\n.001<\/td>\n.205<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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Note: Time Period refers to the change in responses from one survey to the next.\u00a0 1 to 2 means that change in responses from the first survey to the second survey.\u00a0 Mean difference refers to the statistically significant positive growth in responses from one survey to the next.\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A correlation was run to examine the relationship between responses to question one and question ten.\u00a0 The relationship was compared at all three time points.\u00a0 The correlation on the first survey was .341.\u00a0 At time two, the correlation was .514, a large increase.\u00a0 The correlation at time three was .372.\u00a0 All correlations were significant at the .01 level.\u00a0 While causality cannot be inferred from a correlation, there is a large correlation between the two questions at the time the first survey was collected.\u00a0 At time two, the correlation increases significantly.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Dr. Jean Darcy Queensborough Community College \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Reflection and Metacognition in First Year Experience at Queensborough Community College \u00a0 In data provided by Victor Fichera, Principal Investigator of Academy Assessment Protocol at Queensborough Community College, it is reported that students enrolled in courses in which reflection and metacognition are used in […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[23,9,6],"tags":[],"class_list":["post-208","post","type-post","status-publish","format-standard","hentry","category-english","category-spring-issue-march-2012","category-volume-ii"],"_links":{"self":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts\/208","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/comments?post=208"}],"version-history":[{"count":2,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts\/208\/revisions"}],"predecessor-version":[{"id":210,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts\/208\/revisions\/210"}],"wp:attachment":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/media?parent=208"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/categories?post=208"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/tags?post=208"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}