This is an important, somewhat surprising finding, as often informal, outside of school learning has been found to benefit especially students with lower grade point averages. The group of academically highest-achieving students improved their test scores the most after participating in the STEAM-learning module. While also considering the magnitude of the said improvement, no significant difference in the effectiveness of the learning module was found between genders. Based on only whether there was any improvement between the pre- and post-test scores, girls were found to have benefitted from the Mars-module more than boys did. The main factors that were taken into account during the comparisons were gender and academic achievement level. Testing the students’ science knowledge using pre- and post-tests, their learning outcomes were compared to those of 5th and 6th graders from a control school (N = 119), who during the same period studied STEM-subjects in a more traditional manner. In this study, 5th and 6th graders from the greater Helsinki area (N = 390) participated in a several months long, Mars-colonization themed STEAM-learning intervention. Multidisciplinarity and the enrichment of science and mathematics education toward the so-called STEAM-approach where the A stands for art, has raised a lot of academic interest in the past decade. Therefore, pedagogical implications may reflect individual differences, especially when delivering foreign language instruction or metacognition training modules. These findings may suggest that personality influences foreign language reading performance, language use performance, and metacognition. Conscientiousness and Extraversion predicted reading performance, and Conscientiousness and Openness to Experience were significant predictors of language use performance. Regression analyses identified that only personality traits but not metacognition predicted foreign-language performances. On the other hand, language use was positively correlated with metacognitive regulation. Compared to other language skills, it was merely reading performance correlating with metacognitive knowledge and metacognitive regulation. Results confirmed that Conscientiousness, Openness to Experience, and Agreeableness explained 20% of metacognitive knowledge, and 16% of metacognitive regulation was attributed to Conscientiousness and Openness to Experience. Spearman's correlation and multiple linear regression tests were used for data analysis. Data were collected from 244 participants via the Turkish Metacognitive Awareness Inventory, Basic Personality Traits Inventory, and records of foreign language performance grades. Analytic survey research methods were implemented to examine the relation between metacognition and personality traits and their interaction with foreign-language performance. However, variations in metacognitive competence can be observed due to several factors, potentially including personality. Metacognition is a significant predictor of learning and academic performance, including foreign-language performance. Moreover, it was advised to integrate training of metacognitive strategies in school curriculum and encourage reading engagement in order to reduce the effect of those factors. Therefore, the effect of these two factors should be taken into consideration while working on metacognition and reading. This means gender differences in reading scores were largely driven by SES. Female students scored lower than male students in low and medium SES group, however they scored higher in the high SES group even after controlling for metacognitive skills, liking reading, and self-concept of perception of competence and difficulty. Results revealed that SES and gender moderated the relationship between metacognitive skills and reading when controlling for other variables. Moderator effects were tested with the multi-group structural equation modelling approach.
Of the participants, 2273 (32.99%) were classified as low, 2273 (32.99%) as medium and 2344 (34.02%) as high socioeconomic level. 3396 of the participants (49.30%) were female and 3494 (50.70%) of them were male. The sample of the study was 6890 students in the age group of 15 years-old who participated in the Programme for International Student Assessment (PISA) in 2018 from Turkey. The aim of this study was to examine the moderator role of gender and socioeconomic status (SES) factors in the relationship between students' metacognitive skills and reading performance.
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