Metacognitive Instruction and Students’ Achievement in Solving Mathematical Word Problems

Afia Iqbal, Naveed Sultana, Muhammad Tanveer Afzal 


Mathematics is considered as an important subject of elementary curriculum throughout the world due to its use in different fields of life. The compulsory component of mathematics is mathematical word problems. Word problems are considered as the difficult part of mathematics not only by students but mathematics teachers as well. Special teaching strategies are required to teach mathematical word problems to cope with the recent educational standards. Metacognitive instruction for teaching word problems has been proved affective by different educationists and researchers of world. Metacognitive instruction uses the hypothetical definition of metacognition, metacognitive knowledge and metacognitive skills and practicing of self addressed questions. Students are practiced to ask a series of self addressed questions while solving word problems about: understanding, connection, strategies, and reflection. The present study was an attempt to experiment metacognitive instruction for teaching mathematical word problems on sixth class students at Govt. High School Abbottabad and to check its effectiveness as compared to traditional method of teaching. The study used true experimental research design; specifically the pretest-posttest control group design with 80 subjects (40 + 40) and data was collected and analyzed by t-test and descriptive analysis. The finding of study proved metacognitive instruction as an effective method for teaching mathematical word problems at elementary level.

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