A systematic review and meta-analysis of interventions based on metacognition and self-regulation in school-aged mathematics

Abstract

Mathematics is an important gatekeeper for educational and professional opportunities and a useful tool for discovery and expression. Given previous research and theory demonstrating potential for metacognitive and self-regulated learning (MC/SRL) interventions to support mathematics achievement with diverse learners, a systematic review was conducted to evaluate their effectiveness within the years of general education, with pupils of ages three to 18. Appropriately-designed studies that were reported in English between 2005 and 2019 were included. Following a systematic search, with double-reviewing and expert consultation for consistency, 1,761 bibliographic items were screened, resulting in 60 included studies. Qualitative aspects of the designs, contexts, participants, and intervention activities were synthesised narratively. Posttest-only and adjusted, random effects meta-analyses were performed using a single mathematics achievement measure from each study. The results indicate a generally positive effect from the included interventions (combined Cohen’s d=0.46, SE=0.08, 95% CI=0.30 to 0.60). This represents a somewhat more modest effect compared with previous reviews in this area, possibly due to a greater range of included reports. No risk of publication bias was identified, reflecting the breadth and diversity of included studies, but efforts to mitigate heterogeneity were only partially successful. Interventions using structured problem-solving with metacognitive prompts were more effective than those not using it, while dissertations reported lower effects than journal articles. No differences were found based on participant age or intervention dose. Primary studies used a variety of assessments and differed on reporting of interventions and quality-related factors, and there remained substantial heterogeneity in the meta-analysis. Implications of this review for educational theory, research, and practice are discussed, with emphasis on reporting studies fully, using broad-scope, comparable assessments, and investing in comprehensive metacognitive and self-regulated learning interventions that can support lasting change in teaching and learning.