The Use Of Metacognitive Scaffolding To Improve College Students Academic Success

Abstract

In this era of accountabilities and complex ecologies, it is important to highlight results from metacognitive scaffolding, aimed at enhancing the learning strategies of a group of college freshmen preparing for the Praxis 1 examination. The purpose of this study was to analyze the impact of the use of metacognitive scaffolding used to enhance the literacy skills of 35 college students on their performance as measured by their test scores in Praxis 1 examination. It focuses on the importance of learning strategies to academic success, and literacy challenges encountered by college students. The result from the study indicates substantial improvement in students’ literacy performance on Praxis 1 examination.