Metacognitive Behaviour of Malaysian Students While Solving Mathematical Problems of Form Three Assessment (PT3)

Abstract

Several studies on metacognition have sought to solve mathematical problems. However, in Malaysia, there has yet to be a study investigating the metacognitive behaviour of students in solving mathematical problems of Form Three Assessment (Pentaksiran Tingkatan Tiga -PT3). This study was conducted to identify the metacognitive behaviour of students while solving mathematical problems in PT3 and examine differences in metacognitive behaviour among successful students (SS), partially successful students (PSS), and unsuccessful students (USS). A total of six (6) Form Three students in a school in Johor Bahru participated in this study. The research instrument used was the actual set of 2014's PT3 questions. Data were analysed using the Thinking Aloud method with reference to Foong's Taxonomy (1993), and it was supported by analysis of the students' written work. Results showed seven types of metacognitive behaviour exhibited by the students, depending on the types of questions given. The analysis also found that each category of students showed different types of metacognitive behaviour while solving their PT3 mathematical problems. The SS group could control their metacognitive behaviour in mathematical problem-solving more regularly and frequently, the PSS students behaved moderately, while the USS group demonstrated limited metacognitive behaviour. As the results indicated differences in metacognitive behaviour among students of different performance levels, teachers should help students with weakness in solving mathematical problems implement metacognitive behaviour to strengthen their mathematical proficiency.

van Hiele Level of Geometric Thinking among Secondary School Students

“…Apart from that, teaching and learning geometry should also infuse to the metacognition component in order to enhance geometric thinking of students. According to Abdullah et al [36], Finnel [34], and Rofii et al [17], the metacognitive skills enable students to assist their thinking skills in understanding, planning, monitoring, implementing strategies, reflecting, and evaluating the answer to the geometrical problems. Therefore, in future investigations, it might be possible to utilize a different approach in which pupils with a high level of metacognition integrated with the van Hiele model in learning and instruction ought to more effective in raising their level of geometric thinking.…”