<![CDATA[The integration of Science, Technology, Engineering, and Mathematics (STEM) with Research-Based Learning (RBL) may provide an authentic context for students to engage with scientific evidence while regulating their learning processes. This study aimed to (1) determine the extent to which students’ learning-outcome scores changed after participating in an SLR-oriented STEM-integrated RBL sequence and (2) describe students’ post-intervention metacognitive-regulation profiles. Sixty-three undergraduate Biology Education students participated in a quantitative pre-experimental study using a one-group pretest-posttest design. The three-meeting intervention required students to formulate a research question, search and screen literature, organize and synthesize evidence on coffee metabolites and roasting conditions, prepare a scientific article, and reflect on their work. Learning outcomes were assessed using four constructed-response items with a maximum score of 100; the available 65-response instrument-testing dataset yielded item-total correlations of .254–.438 and Cronbach’s α = .530. Metacognitive regulation was measured after the intervention using a 14-item questionnaire covering planning, monitoring, and evaluating (overall Cronbach’s α = .923). Mean learning-outcome scores increased from 26.03 (SD = 9.77) at pretest to 65.92 (SD = 12.98) at posttest, with a mean difference of 39.89, t(62) = 23.498, p < .001, 95% CI [36.50, 43.28]. The normalized gain was .538 (moderate), and Cohen’s dz was 2.960. The post-intervention metacognitive profile was good for planning (81.3%) and sufficient for monitoring (73.2%) and evaluating (69.7%). These findings provide evidence of substantial within-group learning-outcome change together with a differentiated post-intervention metacognitive-regulation profile. The design supports interpretation at the within-group and post-intervention levels, while causal effects and longitudinal metacognitive development remain questions for future comparative research.]]>
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