Problem-based learning and its effectiveness in the development of metacognition

This research study intended to determine the effectiveness of problem-based learning in the development of the metacognition of university students doing an on-line degree. To this end, a quasi experimental design was implemented, with a pre and a post-test. 34 students participated. They received a pretest to measure their metacognition and later they were subjected to an instructional treatment. After the treatment the participants were given a metacognitive post-test in order to determine the effectiveness of the treatment in the metacognition. The analysis of the results showed that the levels of metacognition increased after the treatment. This way the effectiveness of problem-based learning proved to be true for on-line students in a Mexican university.