Effects of metacognitive instruction on mathematics achievement and attitude towards mathematics of low mathematics achievers |
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| Authors: | Muhammad Maqsud |
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| Institution: | Faculty of Education , University of North‐West , Private Bag X2046, Mmabatho 2735, Republic of South Africa |
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| Abstract: | An experiment was conducted to examine the effects of metacognitive instruction on mathematics achievement and attitude towards mathematics of low mathematics achievers at a middle school in the North‐West Province of South Africa. Forty standard (std) 7 pupils were identified whose non‐verbal general ability and previous mathematics achievements were significantly lower than those of other std 7 pupils. These subjects were randomly assigned to an experimental group and a control group. Metacognitive strategies in solving mathematical problems related to four mathematics topics were individually taught to the members of the experimental group, while the pupils in the control group were taught the four mathematics topics through the conventional method of teaching mathematics. The comparisons of pretest and posttest measures of general ability, metacognitive awareness, attitude towards mathematics, and mathematics achievement revealed that the posttest scores of all the four variables for the experimental group were significantly higher than those for the control group. |
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| Keywords: | metacognition mathematics attitude mathematics achievement metacognitive instruction |
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