Metacognitive Awareness as a Correlate of Mathematics Achievement among Form Three Students in Makueni County, Kenya
| dc.contributor.author | Ndulu,Vincent Mwendwa | |
| dc.contributor.author | Oyoo, Syprine | |
| dc.contributor.author | Mutweleli, Samuel | |
| dc.date.accessioned | 2025-10-21T08:56:02Z | |
| dc.date.available | 2025-10-21T08:56:02Z | |
| dc.date.issued | 2024 | |
| dc.description | Research article | |
| dc.description.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. | |
| dc.identifier.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. | |
| dc.identifier.issn | 2523-6725 | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/31788 | |
| dc.language.iso | en | |
| dc.publisher | JAIS | |
| dc.title | Metacognitive Awareness as a Correlate of Mathematics Achievement among Form Three Students in Makueni County, Kenya | |
| dc.type | Article |