Effect of use of metacognitive instructional strategies in promoting mathematical problem solving competence amongst undergraduate students in facing competitive examination

Abstract

Metacognition-related studies often focus on the knowledge, regulation, and experience components but little on the instructional strategies used. In particular and especially within the Indian context, not much focus is given regard to a clear and coherent academic framework that reinforces the use of metacognitive instructional strategies in mathematical problem solving amongst undergraduate students. Using a quasi-experimental method, the purpose of this study is to look closely into the use of metacognitive instructional strategies by undergraduate students. Eighty-four students participated and initial data were collected using the prepared mathematical problem-solving test based on competitive examinations. Single group pre-test and post-test focus group design and the test comparison method were used to analyze the data collected. Findings revealed undergraduate students in the focus group do differ significantly in their mathematical problem solving competence and use of metacognitive instructional strategies between the pre-test and the post-test. The findings shed some light on the distinct role of metacognitive instructional strategy and some ensuing factors during mathematical problem solving in competitive examinations.