Metacognitive Disparities among Similar Learners: A Study on Learning Styles

Abstract

Metacognitive ability plays a crucial role in the Combinatorics course, which requires a deep understanding of concepts and complex problem-solving strategies. This study aims to examine the relationship between the Felder-Silverman learning style model and students' metacognitive knowledge in the context of the Combinatorics course. The primary focus is on analyzing metacognitive gaps among students with similar learning styles. Using a qualitative descriptive approach, data were collected through learning style questionnaires, open-ended questions, semi-structured interviews, and participatory observations of four students with diverse academic backgrounds and learning styles. The findings indicate that although two students share the same learning style combination (active, sensing, visual, and sequential), their level of metacognitive knowledge differs significantly. One student demonstrated strong declarative, procedural, and conditional understanding, while the other could only theoretically identify strategies without concrete implementation. This difference suggests that learning styles are not always the sole predictor of metacognitive achievement. Factors such as self-reflection, emotional regulation, and active learning habits also influence the effectiveness of learning strategy implementation. These findings challenge conventional views on the linear correlation between learning styles and metacognition and offer new insights into the design of learning approaches that integrate learning styles and reflective abilities in a more adaptive and personalized manner.