Investigating Metacognitive Utterances and Reasoning Quality in a Remote Collaborative Japanese Classroom

Abstract

This study examines how metacognitive utterances (planning, evaluation, and monitoring) interact with reasoning quality, while considering individual proficiency. 14 Japanese high school students participated in a remote class to solve math exercises. Using a social metacognition and evidence-based reasoning framework, we analyzed reasoning units to identify metacognitive utterances and eight levels of reasoning quality, which we compared with individual proficiency profiles. The results showed the following differences: (1) High monitoring activity produced high-quality reasoning units, whereas the planning-dominant group produced no high-quality reasoning units; (2) The groups showed no direct peer correction, which may indicate the use of monitoring questions as correction methods that are not openly acknowledged; (3) The combined expertise of group members with varying levels of individual proficiency was the primary driver of collaborative interactions. The study results show that content proficiency does not automatically lead to better collaboration; rather, it requires educators to teach students metacognitive skills, particularly questioning techniques, to succeed in structured group work environments.