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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Recommended Citation
Montero, N. A. (2017). The impact of a metacognitive intervention using I.M.P.R.O.V.E. model on grade 7 students' metacognitive awareness and mathematics achievement. Retrieved from https://animorepository.dlsu.edu.ph/etd_masteral/5328