Metacognitive Awareness and Motivational Beliefs as Correlates of Mathematics Achievement among Form Three Students in Makueni County, Kenya
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Date
2025-05
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Kenyatta University
Abstract
Mathematics learning and quality achievement in the subject play a key role in innovation and advancement in technology for social and economic development. However, low mathematics achievement among students in Kenya Certificate of Secondary Examinations continues to be a major concern to parents, educators, and other education stakeholders. The study aimed at investigating on how students' metacognitive awareness and motivational beliefs correlate to their mathematics achievement. The study also looked into how gender differed in motivational beliefs and metacognitive awareness. Further, the predictive weights of metacognitive awareness, and motivational beliefs on students’ mathematics achievement were established. Eccles and Wigfield's (2002) Expectancy Value Theory and Brown's (1987) Metacognition Model served as the research's guiding theories. A correlational research design was used in the investigation. All students in Makueni County's public secondary schools in form three made up the target population. To choose the target population, purpose sampling was employed and the study’s region. Schools and research participants for the study were chosen utilizing both random and stratified sampling. A sample of 174 form three students out of 1322 accessible population were chosen from 6 secondary schools in Makindu Subcounty, Makueni County. One of the schools was used for a pilot study. MAI Questionnaire, and MBMQ were utilized to collect data from the research respondents. Students’ mathematics achievement was measured using mid of term one 2024 mathematics examination records that were collected from their schools’ examination departments. The data acquired was analyzed using inferential and descriptive techniques using SPSS. Students' metacognitive awareness showed a substantial positive relationship with mathematics achievement (r (170) =.73, p ˂ .05). Similarly, a positive correlation between motivational beliefs and mathematics achievement ( r (170) = .23, p ˂ .05) was revealed by the study. Significant gender disparity was found in metacognitive awareness ( t = -2.20, p < .05) and motivational beliefs (t = -4.09, p < .05). The results revealed that metacognitive awareness and motivational beliefs positively predicted mathematics achievement. Students' achievement in mathematics was found to be influenced by their motivational beliefs and metacognitive awareness. Based on the study results, recommendations were made that; parents, teachers, and school administrators, should work together to create home, and school environments that enhance metacognitive awareness and motivational beliefs for better mathematics achievement in secondary schools.
Description
Project Report Submitted in Partial Fulfillment of the Requirements for the Award of the Degree of Master of Education (Educational Psychology) in the School of Education, Kenyatta University, May 2025.
Supervisor
Syprine Oyoo