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Exploring metacognitive regulation and students interaction in mathematics learning: an analysis of needs to enhance students mastery

Abu Bakar, M. A. and Ismail, N. H. (2020) Exploring metacognitive regulation and students interaction in mathematics learning: an analysis of needs to enhance students mastery. Page Header Logo Humanities & Social Sciences Reviews, 8 (2). ISSN 2395-6518

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Official URL: http://www.dx.doi.org/10.18510/hssr.2020.82e07

Abstract

Purpose of the study: This study is a survey of teachers’ and students' perceptions of mathematics teaching and learning practices. The purpose of this study was to determine the level of learning practice based on metacognitive regulation strategies and student interactions to increase student achievement. Methodology: A quantitative survey of 45 mathematics teachers and 52 Form 2 students using questionnaires was conducted to look at the level of mathematics teaching and learning practices and to obtain agreement on the need for learning metacognitive regulation strategies and student interactions. Findings: The findings show that teachers' level of knowledge about metacognitive regulation strategies, level of teaching and learning based on metacognitive regulation and student interaction strategies, and level of mastery and application of student mathematics skills are moderate.

Item Type:Article
Uncontrolled Keywords:metacognitive regulation, students’ interaction, students’ mastery
Subjects:L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:Education
ID Code:19467
Deposited By: Narimah Nawil
Deposited On:11 Dec 2011 08:46
Last Modified:28 Feb 2022 12:18

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