The impact of a metacognitive intervention using I.M.P.R.O.V.E. model on grade 7 students' metacognitive awareness and mathematics achievement

Date of Publication

2017

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Levi E. Elipane

Defense Panel Chair

Minie Rose C. Lapinid

Defense Panel Member

Maricar S. Prudente
Auxencia A. Limjap
Voltaire M. Mistades

Abstract/Summary

This study sought to investigate the impact of a Metacognitive intervention on Grade 7 students Metacognitive awareness and achievement in Mathematics. Using Concurrent Action Research as the research design of the study, one heterogeneous Grade 7 class from a public high school in Metro Manila underwent a six-week Metacognitive Intervention using a structured Metacognitive instructional model called, I.M.P.R.O.V.E. (Introducing the new concepts; Metacognitive questioning; Practicing; Reviewing and Reducing difficulties; Obtaining mastery; Verification; and Enrichment). The quantitative aspect of the research included the assessment of the Metacognitive Awareness and the Mathematics Achievement of the students before and after the intervention period using the following instruments: The Jr. Metacognitive Awareness Inventory (Jr. MAI); and the Mathematics Achievement Test (MAT). On the other hand, student interviews, Focus Group Discussions (FGD) with the observers, and learners outputs were examined in the qualitative aspect of the research. Results revealed that there were large, and huge significant differences between the pre-test and post-test results of the Jr. MAI and the MAT, respectively. Moreover, the intervention gained affirmative responses from the teacher observers and student participants as a good intervention tool to enhance students Metacognitive Awareness and Mathematics Achievement. Recommendations on how the method could be improved when implemented in classes were also discussed.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG007245

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer disc ; 4 3/4 inches

Keywords

Metacognitive therapy; Metacognition in children; Cognitive therapy; Mathematics--Study and teaching; Achievement motivation

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