An Exploration of Metacognition and Its Effect on Mathematical Performance in Differential Equations
نویسنده
چکیده
Research suggests that students in certain contexts who are “metacognitively aware learners” demonstrate better academic performance (Shraw & Dennison, 1994; Md. Yunus & Ali, 2008). In this research, the metacognitive levels for two classes of differential equations students were studied. Students completed a survey adapted from the Metacognitive Awareness Inventory (MAI) (Shraw & Dennison, 1994) at the start of the course. The questions chosen from the MAI were aimed at three components concerning the students’ knowledge about their cognition: declarative knowledge, procedural knowledge, and conditional knowledge. Analysis shows student performance, as measured by the course grade, cannot be predicted by metacognitive awareness levels.
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