Assessing Meta-cognitive Strategies during Algebra Problem Solving Performance among University Students

By Rohani Ahmad Tarmizi and Sahar Bayat.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The goals in mathematics learning are to enhance mathematical knowledge which includes mathematical concepts, skills, problem solving, meta-cognition, and attitudes. Thus developing such broad dimensions involves multitude educational and psychological considerations. The purpose of this study was to assess the Meta-cognitive Strategies and Algebra Problems Solving Performance among University Students. The design adopted for this research was one of a descriptive correlation design. The study took place over a five week period in March, 2009. The subjects of this study were selected among first year students who had taken Algebra (I)(MTH 3200 )course in University Putra Malaysia. The Meta-cognitive Awareness Inventory (MAI) which comprises of 52 items was used to assess the students’ specific strategy to solving the given algebra problems. Algebra problem solving performance was measured using a test which included routine and non-routine problems based on the content of the course. Results showed that there were slightly moderate correlation between the overall meta-cognitive awareness with performance on routine Algebra problem solving(r[70]=.38, p<.05) whilst with non-routine problems the correlation coefficient was r[70]=.36, p<05. However, students’ overall performance in Algebra problem solving were significantly correlated with meta-cognitive awareness and were found at moderate level, r=.52, p<.01. In conclusion, these findings indicated that high performance is related to high meta-cognitive strategies, hence mathematics educators should promote meta-cognitive awareness during instruction by giving special meta-cognitive training besides ensuring good pedagogical approach utilized during learning.

Keywords: Meta-cognitive Awareness, Algebra Problem Solving Performance, Routine Problems, Non-routine Problems

The International Journal of Learning, Volume 16, Issue 12, pp.283-294. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.246MB).

Dr. Rohani Ahmad Tarmizi

Head of Laboratory, Laboratory of Innovations in Mathematics Education, Institute for Mathematical Research, University Putra Malaysia, Serdang, Selangor, Malaysia

Sahar Bayat

Post-Garaduate, Laboratory of Innovations in Mathematics Education, Institute for Mathematical Research, University Putra Malaysia, Serdang, Selangor, Malaysia


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