Problem solving skills, metacognitive awareness, and mathematics achievement: A mediation model

Nurulhuda Md Hassan, Saemah Rahman

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

This study was aimed to identify the relationship between problem solving skills, metacognitive awareness, and mathematics achievement as well as to identify the role of metacognitive awareness as a mediator. This study involved a total of 333 Form Four students from ten secondary schools in Malaysia. Data were collected using questionnaires, while information about mathematics achievement was provided by the school management. Data were analyzed using the Structural Equation Modeling (SEM) technique. Results indicated that all variables correlated significantly with each other, while path analysis revealed the mediation effect of metacognitive awareness between problem solving skills and mathematics achievement. The findings suggest the importance of problem solving skills in influencing secondary school students’ mathematics achievement through the development of metacognitive awareness.

Original languageEnglish
Pages (from-to)201-212
Number of pages12
JournalNew Educational Review
Volume49
Issue number3
DOIs
Publication statusPublished - 1 Jan 2017

Fingerprint

mediation
mathematics
secondary school
path analysis
Malaysia
student
questionnaire
management
school

Keywords

  • Mathematics achievement
  • Metacognitive awareness
  • Problem solving
  • Structural equation modeling

ASJC Scopus subject areas

  • Education

Cite this

Problem solving skills, metacognitive awareness, and mathematics achievement : A mediation model. / Hassan, Nurulhuda Md; Rahman, Saemah.

In: New Educational Review, Vol. 49, No. 3, 01.01.2017, p. 201-212.

Research output: Contribution to journalArticle

Hassan, Nurulhuda Md ; Rahman, Saemah. / Problem solving skills, metacognitive awareness, and mathematics achievement : A mediation model. In: New Educational Review. 2017 ; Vol. 49, No. 3. pp. 201-212.
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