"I Gotta Lock-In": Metacognition Strategies in a High School Biology Classroom

Metacognition is an emerging focus in education and has been shown to enhance student learning outcomes and self-efficacy. This study aimed to investigate both student and teacher perceptions of implementing metacognitive strategies in a high school biology classroom, as well as the impact on students’ self-regulated learning. The researcher collected data through classroom observations, student surveys, teacher interviews, and analysis of student test scores. Using the constant comparative method, qualitative data revealed secondary codes of problem- solving strategies, study methods, perceptions of content mastery, impact of classroom environment, and evidence of metacognition. Quantitative data showed a statistically significant increase in scores from pre-test to post-test for the intervention group. Findings suggest that metacognitive strategies improve student agency when coupled with a “safe-to-struggle” environment.