Metacognitive Strategies in Mathematics Education: an Action Research

Abstract

This research is based on the study of “Metacognitive Strategies in Mathematics Education: An Action Research”. The objectives of this research were to identify the effectiveness of metacognitive strategies to improve achievement in mathematics and to trace behavioural changes of learner’s during the teaching and learning using metacognitive strategies. This study was an action research. This study was carried out by using the primary source of data. The researcher used the math achievement test, interview schedule and memo writing through observation as research tools. In the research, only grade X was included in which there were ten students. The researcher used the metacognitive strategies in the teaching mathematics for one month. Mainly the researcher had taken one test before using metacognitive strategies covering theorems and problems related to area of triangle and quadrilateral under the geometry section. After using metacognitive strategies another test was taken with the similar test items. In this study, the researcher had collected the data for the first objective from the score of the test items and researcher calculated the mean, variance and tested the hypothesis using t-test in 0.01 level of significance. The researcher used the quantitative data analysis method for the first objective and qualitative data analysis method for the second objective. The researcher concluded that there was increment in achievement of students in mathematics and there was positive behaviour, attitude and participation of the students after using the metacognitive strategies. Therefore, using the metacognitive strategies in mathematics classroom is one of the best way to improve the achievement of mathematics and to change the learner’s behaviour, attitude and participation positively.