Metacognitive Awareness as a Correlate of Mathematics Achievement among Form Three Students in Makueni County, Kenya
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
JAIS
Abstract
The purpose of this study was to examine the relationship between metacognitive awareness,
and mathematics achievement among form three students in Makueni County, Kenya. The
research argued that mathematics success provides individuals with the necessary skills to be
productive innovative and creative. In recent years, there has been a notable concern
regarding poor mathematics, performance in Kenya, particularly in Makueni County. Poor
mathematics achievement can result in suboptimal economic development by limiting the
availability of skilled professionals across diverse industries. This study investigated the
relationship between metacognitive awareness and mathematics achievement. This research
was guided Brown's Metacognition model. The investigation employed a correlational
research design. To choose the research area and target population, purposive sampling was
used. To select the schools and research participants, stratified and simple random sampling
were employed. Six public secondary schools were used to get a sample of 174 students. To
increase the validity and reliability of the research instruments, a pilot study was carried out
in one of the schools that did not take part in the main investigation. The research
participants' data was gathered using the MAI Questionnaire. The research participants mean
age was 17.01 years. A significant positive correlation was found between students'
metacognitive awareness and their achievement in mathematics (r (170) =.73, p <0.05). The
study concluded that raising students' levels of metacognitive awareness is critical to raising
their mathematics achievement. It was therefore advised that educators and parents support
students' development of metacognitive awareness. This may lead to improved mathematics
achievement.
Description
Research article
Keywords
Citation
Ndulu, V. M; Oyoo, S & Mutweleli, S. (2024). Metacognitive Awareness as a Correlate of Mathematics Achievement among Form Three Students in Makueni County, Kenya. Journal of African Interdisciplinary Studies, 8(10), 358 – 368.