Analysis of Metacognitive Awareness in Relation to Achievement in Mathematics in Secondary School Students

Abstract

cognition, defined as "thinking about one's own thinking," encompasses reflection on knowledge and self-regulation of learning processes, both integral to learning and development. This study examines the impact of metacognition on mathematics achievement among secondary school students. Using a combination of descriptive surveys and comparative correlation methods, we investigated the relationship between metacognition and mathematics achievement in a sample of 100 secondary science students selected randomly. Data were collected using the Cognitive Awareness Inventory developed by Schraw and Dennison (1994), which assesses various aspects of metacognitive awareness. Our findings indicate a significant positive correlation between metacognition and mathematics achievement. Furthermore, gender was found to have no significant impact on mathematics achievement in terms of metacognitive awareness. These results contribute to our understanding of the importance of metacognition in academic achievement, particularly in the context of mathematics education. Educators and policymakers may benefit from considering the role of metacognitive strategies in promoting student success in mathematic.