Evidence map›Paper›PMID 42262119›Full record

ArticleJournal of microbiology & biology education2026

Impact of metacognitive interventions on student performance and confidence in introductory biology courses.

Benedicta Donkor, John D Willford, Ruth E Buskirk, Jonathan F Prather, Naomi L Ward, Jordan Harshman, Min Zhong

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of microbiology & biology education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Benedicta DonkorDepartment of Chemistry and Biochemistry, Auburn University, Auburn, Alabama, USA.ORCID 0000-0002-3385-5684
John D WillfordWWAMI Medical Education Program, Life Sciences Program, University of Wyoming, Laramie, Wyoming, USA.
Ruth E BuskirkBiology Instructional Office & Molecular Biosciences, The University of Texas at Austin, Austin, Texas, USA.
Jonathan F PratherLIFE Sciences Program, Department of Zoology and Physiology, Program in Neuroscience, University of Wyoming, Laramie, Wyoming, USA.
Naomi L WardDepartment of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USA.
Jordan HarshmanDepartment of Chemistry and Biochemistry, Auburn University, Auburn, Alabama, USA.
Min ZhongBiology Instructional Office & Integrative Biology, The University of Texas at Austin, Austin, Texas, USA.ORCID 0009-0008-0846-6856

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This study investigates the impact of a metacognitive intervention on student content performance and confidence across three key biology content modules: protein, respiration, and cell division. The intervention, conducted in Fall 2021 across six large classrooms at three institutions, included two treatment groups and one control group, alternating by module. A two-way analysis of variance (ANOVA) and

Indexed as

confidence levelhigher-order questions (HOQs)introductory biology courseslower-order questions (LOQs)metacognitive intervention

Identifiers

PMID42262119
PMCPMC13520665

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.