RUME 28
2026
Alexandria, Virginia
Qualitative Analysis of Student Responses to Metacognition Prompts in College Algebra
Page: 660
Students in a college algebra course completed reflective metacognition journal assignments about their studying and performance in the course. This paper is a thematic analysis of the qualitative data collected from those journal assignments and surveys about the effects of the journal assignments on their studying and performance in the course. We investigate how the journal assignments affected the study strategies they used in college algebra and what students learned about themselves as learners through these reflective assignments. Findings indicate that metacognition journals were effective in supporting students in reflecting and changing their study habits. Qualitative analysis is used to describe students’ reflection and changes to study habits after engaging with journals embedded in a mathematics course.