The effect of feedback on metacognition-a randomized experiment using polling technology
Open accessAbstract
This study explores the effects of formative feedback on students' metacognitive skills when using feedback strategies with polling technology. Using a randomized field experiment among 633 physics students in six schools in Dutch secondary education, we study assessments with the polling technology Socrative, by dividing students into three groups. Students in the cooperative group use a combination of peer discussions and teacher feedback, while students in the individual group use teacher feedback. To compare differences in metacognitive skills, students in the control group only use Socrative, but do not receive formative feedback from either teacher or peers. The results show that there is a significant positive effect of the cooperative treatment on both metacognitive skills and motivation in comparison with the control group. We find that students with low metacognitive skills benefit significantly more from the cooperative treatment than students with high metacognitive skills. No effects are found for the individual treatment. However, girls significantly increase their metacognitive skills and are more motivated than boys, when using an individual treatment. Additionally, a mediation analysis shows that motivation partially mediates the cooperative treatment and metacognitive skills. Based on these results, we recommend a combination of peer discussions and teacher feedback in physics courses.
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High-quality feedback contributes to authentic learning by promoting student metacognitive skills and providing clear indicators of performance and areas for further improvement.
“Studies have shown that high-quality feedback contributes to authentic learning by promoting student metacognitive skills, and by providing clear indicators of performance and areas for further improvement (e.g. Callender et al., 2016; Molin et al., 2020).”
From A systematic review of the role of learning analytics in enhancing feedback practices in higher education (2022) · cites this paper as Molin et al., 2020
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- Authors
- Molin, F., Haelermans, C., Cabus, S., & Groot, W.
- Affiliations
- Maastricht University (NL)
- KU Leuven (BE)
- Corresponding author
- Molin, François
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2020-07
- Volume
- 152
- Pages
- 103885
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W3014268030
- Cited by
- 68
- References
- 107
- Citations by year
- 2026: 11 · 2025: 10 · 2024: 11 · 2023: 11 · 2022: 11 · 2021: 13 · 2020: 1
- FWCI
- 13.64
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Computers & Education (publishedVersion, cc-by)
- Lirias (submittedVersion, other-oa)
- Research Publications (Maastricht University) (submittedVersion, cc-by)
- Research Publications (Maastricht University) (submittedVersion, other-oa)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Innovative Teaching Methods
- Keywords
- metacognition, formative feedback, Socrative, peer discussion, teacher feedback, cooperative learning, student motivation, physics education, secondary education, gender differences, mediation analysis
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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