Work

Role of Metacognitive Awareness in Enhancing Persistence in Solving Mathematical Problems among Math Majors

Year: 2025

Type: article

Abstract: This study investigated how metacognitive awareness contributes to the persistence of Davao Central College (Philippines) BSEd Mathematics majors in solving mathematical problems. Using a descriptive-correlational design, data were gathered from 100 math majors using the Metacognitive Awareness Inventory (MAI) and the Persistence in Mathematical Problem-Solving Scale. Results revealed very high metacognitive awareness (M=4.31) and high persistence (M=4.06), peaking during examinations (M=4.29) but lowest in take-home assignments (M=3.88). Pearson correlation showed a significant positive relationship (*r* = .528, *p* < .001), and regression analysis indicated metacognitive awareness explained 27.90% of the variance in persistence, suggesting additional factors influence persistence. The study concludes that students who plan, monitor, and regulate their thinking persist more effectively through challenges. It recommends integrating metacognitive strategy instruction into mathematics curricula to strengthen effort and resilience.

Source: Asian Journal of Education and Social Studies

DOI: 10.9734/ajess/2025/v51i62075

Authors: Lourdes Angelica B. Ugpo, Mylene T. Tubo, Carlito P. Yurango

Institutions: Holy Cross of Davao College, St. Francis Xavier College

Language: English

Topic: Mathematics Education and Pedagogy

Subfield: Applied Mathematics

Field: Mathematics

Domain: Physical Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4411279679

FWCI: 1.924

Cites:

Cited by: 1

Related to: 10