IJSSER

Title: IMPROVING SAT MATH SCORES BY USING METACOGNITIVE PROBLEM-SOLVING STRATEGIES
Authors: John Leddo , Sudhit Sangela and Anuraag Bekkary
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John Leddo1 , Sudhit Sangela2 and Anuraag Bekkary3 1. director of research at MyEdmaster 2,3. researcher at MyEdMaster.
MLA 8 Leddo, John, et al. "IMPROVING SAT MATH SCORES BY USING METACOGNITIVE PROBLEM-SOLVING STRATEGIES." Int. j. of Social Science and Economic Research, vol. 6, no. 3, Mar. 2021, pp. 1044-1053, doi:10.46609/IJSSER.2021.v06i03.019. Accessed Mar. 2021. APA 6 Leddo, J., Sangela, S., & Bekkary, A. (2021, March). IMPROVING SAT MATH SCORES BY USING METACOGNITIVE PROBLEM-SOLVING STRATEGIES. Int. j. of Social Science and Economic Research, 6(3), 1044-1053. doi:10.46609/IJSSER.2021.v06i03.019 Chicago Leddo, John, Sudhit Sangela, and Anuraag Bekkary. "IMPROVING SAT MATH SCORES BY USING METACOGNITIVE PROBLEM-SOLVING STRATEGIES." Int. j. of Social Science and Economic Research 6, no. 3 (March 2021), 1044-1053. Accessed March, 2021. doi:10.46609/IJSSER.2021.v06i03.019.
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Abstract: Standardized testing is widely used in countries around the world and is often associated with high stakes as schools use test results in their admissions and graduation/certification decisions. Because of the importance of these tests, a plethora of test preparation services has arisen, many of which teach generalized test taking strategies. Given that research suggests that these programs produce modest improvement in SAT scores, the present study investigated whether teaching metacognitive math strategies would lead to improved scores on the math portion of the SAT test, which is widely used in college admissions decisions. An experiment was conducted in which students were either given concept/formula-based strategies that were published by the College Board, makers of the SAT test, for solving circle problems or metacognitive strategies that involved categorizing circle problem types by problem solving methods and then showing the methods for solving those types of problems. Students were then given a post-test that contained 20 circle problems and 10 non-circle geometry problems. The latter were included to test whether the problem-solving strategies students learned transferred to other types of problems. Results showed that students taught metacognitive problem-solving strategies performed significantly higher on the post-test than those who were taught using the College Board concept/formula-based strategies. This result held for both circle and non-circle problems suggesting that the metacognitive strategies were more effective than the concept/formula-based strategies and transferred to non-circle problems as well.

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