The study of the effect of metacognitive instruction on mathematics achievement

Today, metacognition is one of the most important factors in explaining students achievement (Mevarech, 1999).  Metacognition means ones awareness of his cognitive processes and the regulation of cognition (Flavell, 1985). To many theorists, mathematical achievement relates not only to base knowledge but also to metacognition. To study the effect of metacognitive instruction on mathematics achievement, 118 students (61 boys, 57 girls) from 4 classrooms of the second grade guidance school were selected. Two of these classrooms are randomly assigned to be tthe experimental groups and two to be control groups. 

During 4 weeks, experimental groups became engaged in doing mathematical tasks cooperatively in groups of 5 to 6. They used metacognitive strategies and discussed the reasons for their answers. They were also involved in self-monitoring and self-evaluation of their progress and abilities. Control groups were taught in traditional way. The results showed no significant difference between the previous grades of these groups.  In the posttest, the experimental groups grades were significantly higher than the control ones. Besides, in the experimental groups, weak students attained significantly more benefit than good students. The findings have some implications for teacher education and in – service instruction.