Bridging metacognition and performance

Writing-to-learn pedagogy and critical thinking development in an HBCU STEM context

Authors

DOI:

https://doi.org/10.32674/f5cqte11

Keywords:

Critical Thinking , writing to learn , STEM Education, Writing-to-learn pedagogy, culturally responsive pedagogy, HBCU, pedagogy

Abstract

This study investigates the efficacy of a Writing-to-Learn Pedagogy (WTLP) intervention in fostering critical thinking among underrepresented STEM students at an Historically Black College and University (HBCU). Utilizing Ennis’s (1987) taxonomy, the research employed a qualitative descriptive design to evaluate shifts in dispositions and abilities through reflective journaling and writing-to-explain within a hybrid industrial electricity course. Findings from two cohorts of 23 students revealed significant growth in analytical thinking, inquisitiveness, and confidence in reasoning. However, the generalizability of these findings is limited by the small sample size and single-institution design. Notably, the integration of structured learning plans bridged the gap between metacognitive awareness and applied problem-solving performance. This research provides empirical evidence for asset-based instructional strategies implemented within the distinctive context of HBCU STEM education, contributing to the preparation of a competent and diverse STEM workforce.

Author Biographies

  • Jie Ke, Jackson State University, United States

    JIE KE, PhD, is the Interim Director and Associate Professor of Human Resource Development in the School of Lifelong Learning at Jackson State University.  Her major research interests include assessment and evaluation, socially responsible AI, and sustainable HRD.  Email: jie.ke@jsums.edu

  • Francis Tuluri, Jackson State University, United States

    FRANCIS TULURI, PhD, is a Professor in the Department of Technology and Engineering Education at Jackson State University. His major research interests include mechatronics and robotics, nanoelectronics, and computer simulations and modeling of soft materials science. Email: francis.tuluri@jsums.edu

  • Wei Zheng, Jackson State University, United States

    WEI ZHENG, PhD, PE, is a Professor in the Department of Civil and Environmental Engineering at Jackson State University. His major research interests include uncertainties quantification, risk and reliability assessment, and data-driven modeling and simulation. Email: wei.zheng@jsums.edu

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Additional Files

Published

2026-05-26

Issue

Vol. 22 (2026): American Journal of STEM Education

Section

STEAM Education: Hearing the Voices from the Global South

License

Copyright (c) 2026 Jie Ke, Francis Tuluri, Wei Zheng

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright (c) [year] [author]
This work is licensed under a Creative Commons Attribution 4.0 International License.
This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. https://creativecommons.org/licenses/by/4.0

How to Cite

Ke, J., Tuluri, F., & Zheng, W. (2026). Bridging metacognition and performance: Writing-to-learn pedagogy and critical thinking development in an HBCU STEM context. American Journal of STEM Education, 22, 214-236. https://doi.org/10.32674/f5cqte11