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Navigating Math Minds: Unveiling the Impact of Metacognitive Strategies on 8th Grade Problem-Solvers Abilities

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Title: Navigating Math Minds: Unveiling the Impact of Metacognitive Strategies on 8th Grade Problem-Solvers Abilities
Language: English
Authors: Musarrat Habib (ORCID 0009-0009-7016-3837), Amjad Islam Amjad (ORCID 0000-0002-4250-7526), Sarfraz Aslam (ORCID 0000-0001-7414-7572), Zahra Saleem (ORCID 0009-0005-3064-7416), Atif Saleem (ORCID 0000-0002-7595-842X)
Source: International Electronic Journal of Elementary Education. 2024 17(1):135-144.
Availability: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Grade 8, Metacognition, Problem Solving, High School Students, Teaching Methods, Instructional Effectiveness, Mathematics Instruction, Foreign Countries, Females
Geographic Terms: Pakistan
ISSN: 1307-9298
Abstract: The current study was designed to examine the effect of metacognitive instruction strategies on the development of metacognition in grade 8 students and study variation in the development of metacognition in students with varying academic abilities. The study involved 80 grade 8 students from a public high school as a sample. A quasi-experimental non-equivalent control group research design was used to conduct research. The Junior Metacognitive Inventory Jr. MAI, developed by Sperling et al. (2002), was administered to assess metacognition in both experimental and control groups four times throughout the experiment, at baseline, and after each of the three stages. The experimental group was taught mathematical problem-solving using metacognitive teaching strategies (such as self-questioning, thinking aloud, modelling, and concept mapping). On the contrary, the control group received training using the traditional lecture method during the 18-week intervention. The results show that metacognitive instructional strategies used during the experiment significantly affect the growing metacognition, knowledge of cognition, and regulation of cognition of grade 8 students during mathematical problem-solving teaching. Furthermore, the metacognition of all subgroups was significantly enhanced after teaching through metacognitive instructional strategies. Mathematics teachers are recommended to spread awareness about metacognition and metacognitive instructional design to improve math problem-solving skills among elementary-level students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1462012
Database: ERIC
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  Data: Navigating Math Minds: Unveiling the Impact of Metacognitive Strategies on 8th Grade Problem-Solvers Abilities
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  Data: <searchLink fieldCode="AR" term="%22Musarrat+Habib%22">Musarrat Habib</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-7016-3837">0009-0009-7016-3837</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amjad+Islam+Amjad%22">Amjad Islam Amjad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4250-7526">0000-0002-4250-7526</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarfraz+Aslam%22">Sarfraz Aslam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7414-7572">0000-0001-7414-7572</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zahra+Saleem%22">Zahra Saleem</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-3064-7416">0009-0005-3064-7416</externalLink>)<br /><searchLink fieldCode="AR" term="%22Atif+Saleem%22">Atif Saleem</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7595-842X">0000-0002-7595-842X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Elementary+Education%22"><i>International Electronic Journal of Elementary Education</i></searchLink>. 2024 17(1):135-144.
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  Data: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
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  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
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  Data: 1307-9298
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  Data: The current study was designed to examine the effect of metacognitive instruction strategies on the development of metacognition in grade 8 students and study variation in the development of metacognition in students with varying academic abilities. The study involved 80 grade 8 students from a public high school as a sample. A quasi-experimental non-equivalent control group research design was used to conduct research. The Junior Metacognitive Inventory Jr. MAI, developed by Sperling et al. (2002), was administered to assess metacognition in both experimental and control groups four times throughout the experiment, at baseline, and after each of the three stages. The experimental group was taught mathematical problem-solving using metacognitive teaching strategies (such as self-questioning, thinking aloud, modelling, and concept mapping). On the contrary, the control group received training using the traditional lecture method during the 18-week intervention. The results show that metacognitive instructional strategies used during the experiment significantly affect the growing metacognition, knowledge of cognition, and regulation of cognition of grade 8 students during mathematical problem-solving teaching. Furthermore, the metacognition of all subgroups was significantly enhanced after teaching through metacognitive instructional strategies. Mathematics teachers are recommended to spread awareness about metacognition and metacognitive instructional design to improve math problem-solving skills among elementary-level students.
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  Data: 2025
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  Data: EJ1462012
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1462012
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 135
    Subjects:
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Pakistan
        Type: general
    Titles:
      – TitleFull: Navigating Math Minds: Unveiling the Impact of Metacognitive Strategies on 8th Grade Problem-Solvers Abilities
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            NameFull: Musarrat Habib
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