Metacognition and Macbeth: using lessons from cognitive science to teach Shakespeare in schools

Research into metacognition and the positive impact it may have on academic attainment has shown promising results (Dignath et al., 2008; Motteram et al., 2016; Perry et al., 2018). Studies have also indicated that one of the main factors affecting students’ understanding of metacognition is teacher understanding of metacognition (Branigan & Donaldson, 2020; Ozturk, 2018; Wall & Hall, 2016). Despite this, metacognition is often either oversimplified or considered too complex to define. This thesis reviews the theoretical and empirical literature and presents a Metacognitive Task Completion Process (MTCP) model designed and put forward by the researcher to demonstrate how the metacognitive process may relate to self-regulation, self-efficacy and academic anxiety when an academic task is undertaken.
Study 1 reports an investigation into the impact of teaching a combined metacognitive and knowledge-based approach had on a cohort of Year 9 students studying GCSE Macbeth. Participants were randomly allocated at class-level to either the control group (knowledge-only based approach) or the experimental group (combined approach). The results indicated that students exposed to the combined approach showed higher levels of academic attainment, accuracy for memorising quotations , metacognition and self-efficacy than students exposed to the knowledge-only based approach. HoweverHowever, the experimental group did not show reduced levels of academic anxiety following the intervention compared to the control group.
Study 2 sought to investigate teachers’ understanding of metacognition and use of metacognition in their teaching practice. Participants completed an online questionnaire and results demonstrated that teachers understanding of metacognition differed on the basis of participation in relevant CPD, but not on basis of teaching experience, subjects taught, Key Stages taught, or geographical region. The results also found that participants’ understanding of metacognition significantly predicted their use of self-efficacy and metacognitive practice in teaching.