Influence of Metacognition on Mathematics Test Performance among High School Students in Western Kenya

Abstract:

The ability for students to perform well in mathematics has been linked to both cognitive and non-cognitive constructs. This

study sought to examine how metacognition predict mathematics test performance among high school students in Kenyan public

schools. Metacognition has positive effect on students, in mathematics, it helps them continue solving problems by creating new

approaches when one approach fails. Using a cross-sectional design, this study employed a sample size of 260 secondary school

Kenyan students 140 male (53.85%) and 120 female (46.15%). Data was collected using Mathematics test exercise, Metacognitive

Awareness Inventory for students and a Mathematics Test for students. All hypotheses were tested at p < .05 level of significance

using regression analysis and ANOVA. The findings showed positive and significant relationship between metacognition and

mathematics test performance. Metacognitive strategy use showed a higher predictive value for mathematics test performance than

metacognitive awareness. The participation was voluntary and participants’ confidentiality and privacy was protected through

out the study. These findings will be significant in informing policy on designing of mathematics instruction method in secondary

schools and mathematics teacher training as it contributes to existing knowledge and literature on metacognition and mathematics

test performance.

Metacognition has an effect on students’ test performance.
There is a positive and significant relationship between metacognition and mathematics test performance.
Metacognitive strategy has a higher predictive value for mathematics performance than metacognitive awareness.