Assessing the Role of Metacognition in Mathematics Education for Female Students: empirical Evidence from Pakistan

Dr. Saeed Ullah; Dr. Muhammad Akhtar; Muhammad Faisal Kaleem

doi:10.63056/

Authors

Dr. Saeed Ullah Assistant Professor, University of Education Lahore, Vehari Campus Author
Dr. Muhammad Akhtar Lecturer Visiting, The Islamia University of Bahawalpur Author
Muhammad Faisal Kaleem Science Teacher, School Education Department Punjab Author

DOI:

https://doi.org/10.63056/

Keywords:

STEM, Critical Thinking, Female Students, Mathematical Reasoning, Self-regulation

Abstract

Reasoning has become an essential tool for all students to cope with challenges of the modern world. Therefore, to foster the reasoning among the students, the teachers should use effective strategies in the teaching process. The present experimental study aims to assess the effect of metacognitive strategies for mathematical reasoning in female students. Pre-test post-test control group design was adopted in the study. The participants were 44 female students: 21 in the control and 23 in the experimental group. A valid and reliable research instrument; mathematical reasoning test was adopted for the study. A pretest and a posttest were conducted for participants of the control group and the experimental group before and after the intervention. An independent samples t-test was applied to compare the mean scores. A significant difference was found between the mean scores of both groups. The students in the experimental group obtained greater score as compared to the students in the control group in the post-test. It has been concluded that metacognition has enhanced mathematical reasoning for female students at secondary level.