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| Titel: |
Effects of metacognitive instruction on mathematics achievement and attitude towards mathematics of low mathematics achievers |
| Auteur: |
Maqsud, Muhammad |
| Verschenen in: |
Educational research |
| Paginering: | Jaargang 40 (1998) nr. 2 pagina's 237-243 |
| Jaar: |
1998 |
| Inhoud: |
An experiment was conducted to examine the effects of metacognitive instruction on mathematics achievement and attitude towards mathematics of low mathematics achievers at a middle school in the North-West Province of South Africa. Forty standard (std) 7 pupils were identified whose non-verbal general ability and previous mathematics achievements were significantly lower than those of other std 7 pupils. These subjects were randomly assigned to an experimental group and a control group. Metacognitive strategies in solving mathematical problems related to four mathematics topics were individually taught to the members of the experimental group, while the pupils in the control group were taught the four mathematics topics through the conventional method of teaching mathematics. The comparisons of pretest and posttest measures of general ability, metacognitive awareness, attitude towards mathematics, and mathematics achievement revealed that the posttest scores of all the four variables for the experimental group were significantly higher than those for the control group. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 5 van 12 gevonden artikelen
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