#1135: Beyond Knowing: An Empirical Study of a KBCP-Based Intervention to Promote Metacognitive Awareness and Learning Strategy Use

This pilot study addresses the persistent "knowing-doing" gap, where students fail to apply effective learning strategies. We investigated the efficacy of a five-day summer institute curriculum grounded in the Knowledge-Belief-Commitment-Plan (KBCP) framework for 34 primary and lower-secondary students. Our findings reveal that this brief intervention yielded statistically significant gains in metacognitive self-report scores and markedly increased the articulation of strategy use in students' learning plans. We attribute this success to the KBCP framework itself, which functions as a metacognitive scaffold to systematically guide learners through self-regulatory processes. These results provide a strong rationale for educators to integrate the full KBCP framework, prioritizing metacognitive and resource management strategy instruction.