Exploring matriculation students' metacognitive awareness and achievement in a mathematics course

Effandi Zakaria, Zainah Yazid, Sabri Ahmad

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The purpose of this study was to investigate matriculation students' metacognitive awareness and achievement in mathematical problem solving. The study examined whether there was a correlation between metacognitive awareness and students' achievement on mathematical problem solving tasks. In addition, the study investigated whether there were differences in metacognitive awareness in mathematical problem solving in relation to gender and discipline of study. The sample consisted of 378 matriculation college students, 123 males and 255 females. The data were analyzed using a t-test, one-way ANOVA and Pearson correlation. The findings showed that there was a significant relationship between metacognitive awareness and students' achievement in mathematical problem solving. There were no significant differences in metacognitive awareness in mathematical problem solving with respect to gender. Nevertheless, there was a significant difference in the dimension of self-checking between males and females. There were also significant differences in metacognitive awareness depending on discipline of study.

Original languageEnglish
Pages (from-to)333-348
Number of pages16
JournalInternational Journal of Learning
Volume16
Issue number2
Publication statusPublished - 2009

Fingerprint

mathematics
student
gender

Keywords

  • Mathematical problem Solving
  • Mathematics achievement
  • Metacognitive awareness

ASJC Scopus subject areas

  • Education

Cite this

Exploring matriculation students' metacognitive awareness and achievement in a mathematics course. / Zakaria, Effandi; Yazid, Zainah; Ahmad, Sabri.

In: International Journal of Learning, Vol. 16, No. 2, 2009, p. 333-348.

Research output: Contribution to journalArticle

@article{c65772357a504d5b8fedfbd6ae8e704f,
title = "Exploring matriculation students' metacognitive awareness and achievement in a mathematics course",
abstract = "The purpose of this study was to investigate matriculation students' metacognitive awareness and achievement in mathematical problem solving. The study examined whether there was a correlation between metacognitive awareness and students' achievement on mathematical problem solving tasks. In addition, the study investigated whether there were differences in metacognitive awareness in mathematical problem solving in relation to gender and discipline of study. The sample consisted of 378 matriculation college students, 123 males and 255 females. The data were analyzed using a t-test, one-way ANOVA and Pearson correlation. The findings showed that there was a significant relationship between metacognitive awareness and students' achievement in mathematical problem solving. There were no significant differences in metacognitive awareness in mathematical problem solving with respect to gender. Nevertheless, there was a significant difference in the dimension of self-checking between males and females. There were also significant differences in metacognitive awareness depending on discipline of study.",
keywords = "Mathematical problem Solving, Mathematics achievement, Metacognitive awareness",
author = "Effandi Zakaria and Zainah Yazid and Sabri Ahmad",
year = "2009",
language = "English",
volume = "16",
pages = "333--348",
journal = "International Journal of Learning",
issn = "1447-9494",
publisher = "Common Ground Publishing",
number = "2",

}

TY - JOUR

T1 - Exploring matriculation students' metacognitive awareness and achievement in a mathematics course

AU - Zakaria, Effandi

AU - Yazid, Zainah

AU - Ahmad, Sabri

PY - 2009

Y1 - 2009

N2 - The purpose of this study was to investigate matriculation students' metacognitive awareness and achievement in mathematical problem solving. The study examined whether there was a correlation between metacognitive awareness and students' achievement on mathematical problem solving tasks. In addition, the study investigated whether there were differences in metacognitive awareness in mathematical problem solving in relation to gender and discipline of study. The sample consisted of 378 matriculation college students, 123 males and 255 females. The data were analyzed using a t-test, one-way ANOVA and Pearson correlation. The findings showed that there was a significant relationship between metacognitive awareness and students' achievement in mathematical problem solving. There were no significant differences in metacognitive awareness in mathematical problem solving with respect to gender. Nevertheless, there was a significant difference in the dimension of self-checking between males and females. There were also significant differences in metacognitive awareness depending on discipline of study.

AB - The purpose of this study was to investigate matriculation students' metacognitive awareness and achievement in mathematical problem solving. The study examined whether there was a correlation between metacognitive awareness and students' achievement on mathematical problem solving tasks. In addition, the study investigated whether there were differences in metacognitive awareness in mathematical problem solving in relation to gender and discipline of study. The sample consisted of 378 matriculation college students, 123 males and 255 females. The data were analyzed using a t-test, one-way ANOVA and Pearson correlation. The findings showed that there was a significant relationship between metacognitive awareness and students' achievement in mathematical problem solving. There were no significant differences in metacognitive awareness in mathematical problem solving with respect to gender. Nevertheless, there was a significant difference in the dimension of self-checking between males and females. There were also significant differences in metacognitive awareness depending on discipline of study.

KW - Mathematical problem Solving

KW - Mathematics achievement

KW - Metacognitive awareness

UR - http://www.scopus.com/inward/record.url?scp=77950144864&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77950144864&partnerID=8YFLogxK

M3 - Article

VL - 16

SP - 333

EP - 348

JO - International Journal of Learning

JF - International Journal of Learning

SN - 1447-9494

IS - 2

ER -