Student perceptions of metacognitive homework in large introductory physics courses

Although homework assignments allow students to practice problem solving, many online homework systems and some traditional pencil-and-paper strategies assigned in undergraduate physics courses, grade only on the correct answer. Consequently, this can shift students' focus away from the problem-solving process. As an alternative, metacognitive homework is a previously-validated homework structure that emphasizes the problem-solving process and metacognitive reflection (Mota et. al., 2019). Some benefits of assigning metacognitive homework include no paid software, minimal instructor time to administer, and has yielded positive student response by the end of the term. In this poster, we will focus on survey results from large-enrollment introductory physics courses with 300+ students at a large research-intensive, minority-serving institution.