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VOL. 9, ISSUE 2 (2024)
An investigation of the relationship between metacognitive skills and mathematics achievement of secondary school students
Authors
Hira David, Syed Hasan Qasim
Abstract
The study aimed to investigate the link
between metacognitive skills and the mathematics achievement of secondary
school students in Prayagraj District. A sample of 600 students from ICSE,
CBSE, and UP Board schools was gathered, utilizing a self-designed mathematics
achievement test alongside the metacognitive skills scale. The findings
unveiled several significant insights. Firstly, there was no discernible
variation in metacognitive skills among secondary school students based on their
respective boards (ICSE, CBSE, or UP Board), suggesting a uniformity in these
skills across different educational boards. Secondly, the study identified a
notable relationship between mathematics achievement and metacognitive skills
across all three boards. For ICSE students, a strong positive correlation
(r=0.908, p<0.05) was found between mathematics achievement and metacognitive
skills. Similarly, CBSE students exhibited a strong positive correlation (r=0.872,
p<0.05), while students of the UP Board demonstrated a highly significant
positive correlation (r=0.959, p<0.05). The study emphasizes the importance
of metacognitive skills in the context of mathematics achievement and suggests
that educational strategies should integrate the teaching of these skills to
enhance students' overall academic performance in mathematics
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Pages:11-15
How to cite this article:
Hira David, Syed Hasan Qasim "An investigation of the relationship between metacognitive skills and mathematics achievement of secondary school students". International Journal of Multidisciplinary Education and Research, Vol 9, Issue 2, 2024, Pages 11-15
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