Investigation of Thai students’ metacognitive monitoring in biochemistry

Abstract

This research aimed to study metacognitive monitoring centered on judgment of learning in Thai undergraduates taking a biochemistry course. The participants’ performances were evaluated based on their predicting ability on the topic recall and content prediction after being presented with visual image clues in biochemistry. The relative accuracy measured by gamma, G, and diagnostic accuracy analyzed by confusion matrices were conducted to explore patterns of metacognitive monitoring and examine the relationship with academic achievement. The outcomes from relative and diagnostic accuracy revealed that most students had overconfidence in both topic recall and content prediction, but the patterns varied from task to task suggesting that students’ metacognitive monitoring was more likely a domain-specific judgment. Finally, the accuracy of students’ prediction was correlated with exam scores at r_s =.624, p < .001, indicating a positive relationship between metacognitive monitoring and learning outcomes. The findings of this study could potentially establish future metacognitive prompt tools suitable for Thai students.