Abstract

The stepped-wedge clustered randomized design (SW-CRT) is an increasingly recognized research design, as it is particularly valuable when ethical or logistical constraints preclude conventional randomization. However, due to several limitations, it is underutilized in educational research. The study involved 80 children (ages 5 and 9), balanced by gender, distributed across 12 educational clusters. Data were collected across 7 waves during a 6-week implementation period. The classroom-based intervention comprised structured, age-appropriate metacognitive activities designed to enhance self-awareness of learning processes. Mixed-effects linear models accounted for repeated measures and hierarchical data. Findings indicated statistically robust immediate gains and sustained improvement in metacognitive knowledge across time. No moderation effects emerged for age or gender, while baseline-dependent effects suggested greater responsiveness among initially low-performing children. These outcomes highlight the potential of targeted interventions to reduce early metacognitive disparities. Methodologically, the SW-CRT offered a compelling balance between causal inference and ecological validity, though limitations—such as coordination demands, contamination risk, and confounding with time—warrant careful design calibration. Based on implementation insights, the paper proposes specific design adaptations and reporting standards to advance the rigor and applicability of SW-CRT in high-stakes educational contexts.

Key words: Metacognition; metacognitive development; early-childhood; assessment; stepped-wedge