Metacognitive strategies in solving quadratic equation word problems (IR)
This research was done to determine students? level of metacognitive in answering quadratic equation word problems. Survey and one-group pretest-posttest experiment designs were used in this research, two phases were involved. The first phase was done to determine which group of students used metaco...
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| Main Author: | |
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| Format: | thesis |
| Language: | eng |
| Published: |
2016
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=1289 |
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| Summary: | This research was done to determine students? level of metacognitive in answering quadratic equation word problems. Survey and one-group pretest-posttest experiment designs were used in this research, two phases were involved. The first phase was done to determine which group of students used metacognitive strategies frequently when answering word problems and to determine the level of metacognitive activities among the groups by using time line graphs. While the second phase was done to determine the effect of metacognitive training to the group of achievers who less frequently used metacognitive strategies and group of achievers who portrayed low level of metacognitive activities when answering quadratic equation word problems. Research sample consists of ninety form four students in one secondary school in Batang Padang. In the first phase, data were collected from answer sheets and metacognitive questionnaires. Students? responses to the metacognitive red flag questions also had become an indicator of the presence of metacognitive strategies used by the students while solving mathematical word problems. For the second phase, data were collected from observations and answer sheets. The finding of the first phase of the research showed that the higher achiever group was the group that used metacognitive frequently when answering the word problems and level of metacognitive activities varies among groups of achievers. The finding in the second phase showed that metacognitive training enhanced students? performances and problem solving activities in quadratic equation word problems. As a conclusion, metacognitive strategies can help students to overcome the difficulties in mathematics problem solving. The implication of this study is metacognitive strategies should be integrated by teachers in learning and teaching for helping students in solving quadratic equation word problems. |
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