Using Metacognitive Strategies and Learning Styles to Create Self-Directed Learners

Abstract

The purpose of this action research project was to help students become self-directed learners by determining what metacognitive strategies would be the most effective for a student’s specific learning styles. Students were surveyed using the Perceptual Modality Preference Survey to determine their dominant learning styles. Students were then introduced to a new metacognitive strategy each week and asked to apply the strategy to their daily learning processes. Students were then asked to reflect on which metacognitive strategies best fit their learning styles. The results were then tallied to determine which strategies were preferred within the seven learning style groups.

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