Please use this identifier to cite or link to this item:
Title: Metacognitive strategy in solving mathematics problems, learning approach and mathematics achievement of students from a junior college
Authors: Lo, Chee Lin.
Keywords: DRNTU::Social sciences::Education::Learning
Issue Date: 1995
Abstract: This study establishes the relationship between the metacognitive strategies in solving mathematics problems and mathematics achievement of students at a junior college, as well as learning approaches and their mathematics achievement. The independent variables involved are metacognitive strategies in solving mathematics problems, i.e. Orientation, Organisation, Execution and Verification Strategies, and learning approaches, i.e. Surface, Deep and Achieving Approaches. The dependent variable is the mathematics achievement. In addition, the independent variables are also investigated according to gender (i.e. male or female), course of study (i.e. Science, Arts or Commerce), mathematics ability (i.e. grade obtained in mathematics achievement test) and mathematics inclination (i.e. whether students are Further Mathematics or Mathematics C students).
Fulltext Permission: restricted
Fulltext Availability: With Fulltext
Appears in Collections:NIE Theses

Files in This Item:
File Description SizeFormat 
  Restricted Access
16.48 MBAdobe PDFView/Open

Page view(s) 20

Updated on Jan 17, 2021


Updated on Jan 17, 2021

Google ScholarTM


Items in DR-NTU are protected by copyright, with all rights reserved, unless otherwise indicated.