UNFOLDING STUDENTS’ COGNITION AND META-COGNITION SKILLS IN MATHEMATICS PROBLEM SOLVING

Celbert M Himang, Rosemarie O Novabos
Cebu Technological University, Ramon Duterte National High School

Abstract

The goal of education is to help students acquire knowledge and develop skills which are compatible with their understanding and problem-solving capabilities at different ages. The study was conducted to examine the level of grade 7 high school students’ cognitive and metacognitive awareness in mathematics problem solving using Piagetian Paper Pencil Test of Bakken and the revised scoring procedure of Bird and Meta-cognitive Awareness Inventory of Schraw and Dennison. Data were gathered from 323 participants. Results showed majority (56.04%) of the students were in pre-operational level and only few (4.95%) were in formal operational level. Moreover, students were found out to be high in both the two components of meta-cognition as knowledge of cognition and regulation of cognition. Likewise, only on subcomponent of metacognitive awareness planning was found to have a statistical significance on predicting students’ mathematics problem solving performance. However, the high meta-cognitive awareness level on procedural knowledge, information management strategies and debugging strategies have practical impression on students’ performance in mathematics problem solving.


Published
2015
How to Cite
HIMANG, Celbert M; NOVABOS, Rosemarie O. UNFOLDING STUDENTS’ COGNITION AND META-COGNITION SKILLS IN MATHEMATICS PROBLEM SOLVING. Journal of Agriculture and Technology Management, [S.l.], p. 20, aug. 2015. ISSN 2599-4980. Available at: <http://jatm.ctu.edu.ph/index.php/ttj/article/view/29>. Date accessed: 14 june 2024.