• ISSN: 2010-0248 (Print)
    • Abbreviated Title: Int. J. Innov.  Manag. Technol.
    • Frequency: Quarterly
    • DOI: 10.18178/IJIMT
    • Editor-in-Chief: Prof. Jin Wang
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HOME > Archive > 2024 > Volume 15 Number 4 (2024) >
IJIMT 2024 Vol.15(4): 75-81
doi: 10.18178/ijimt.2024.15.4.966

Enhancing Mathematical Metacognition and Self-Efficacy in Third-Graders in Elementary School: Integrating Problem-Posing Activities within the Self-Regulated Learning Cycle

Yen-Hua Chiu and Hsi-Hsun Yang*
Department of Digital Media Design, College of Design, National Yunlin University of Science and Technology, Douliu City, Taiwan
Email: m111035025@yuntech.edu.tw (Y.-H.C.); jimmy@yuntech.edu.tw (H.-H.Y.)
*Corresponding author

Manuscript received February 18, 2024; revised April 1, 2024; accepted May 23, 2024; published October 17, 2024

Abstract—This study examines how incorporating problem-posing tasks within a self-regulated learning cycle instructional model affects third-grade students’ mathematical metacognition and self-efficacy. While existing research often highlights the learning outcomes of problem-posing in math, the link between these activities and students’ metacognitive abilities in math still needs to be explored—additionally, the integration of self-regulated learning strategies with problem-posing tasks warrants further investigation. Employing a one-group pretest-posttest design, this research uses quantitative methods to measure the instructional approach’s impact on students’ math achievement, metacognitive skills, and self-efficacy in their abilities. The research engaged 21 students in a six-week intervention of problem-posing tasks within a self-regulated learning framework. Data was analyzed using SPSS 27, revealing substantial improvements in learning outcomes, metacognitive abilities, and self-efficacy post-intervention. Students excelled in evaluative skills over metacognitive knowledge and planning and monitoring. The findings endorse the effectiveness of problem-posing activities in the self-regulated learning cycle instructional model, which can enhance mathematical outcomes and metacognition. Additionally, students may develop better self-efficacy through problem-posing activities.

Keywords—mathematical metacognition, problem-posing, four cyclical patterns, self-efficacy, self-directed learning, self-regulated learning

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Cite: Yen-Hua Chiu and Hsi-Hsun Yang, "Enhancing Mathematical Metacognition and Self-Efficacy in Third-Graders in Elementary School: Integrating Problem-Posing Activities within the Self-Regulated Learning Cycle," International Journal of Innovation, Management and Technology vol. 15, no. 4, pp. 75-81, 2024.

Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

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