Abstract
Metacognitive skills play a crucial role in aiding students to comprehend when, why, where, and how to apply their knowledge to mathematical problem-solving. Consequently, teachers seek effective measurements to assess metacognitive skills and identify students with low metacognitive skills in mathematical problem-solving. Think Aloud Protocol (TAP) is recommended as the best method for measuring metacognitive skills in Mathematics. But using TAP is impractical for classes with a large number of students due to administrative challenges and time constraints. Questionnaires, although have less administrative issues, they are not generating reliable data comparable to TAP. To address these challenges, a task-specific questionnaire was designed based on the TAP, boasting a reliability of 0.89 (ordinal alpha) and a content validation score (S-CVI/Ave) of 0.9. The primary objective of this study is to examine whether the data generated by the questionnaire align through data generated by TAP. Twenty (20), third-year undergraduates from the Sri Lanka Technological Campus (SLTC) pursuing a BSc in Information Technology participated in the study. Engaging in the problem-solving process, they verbalized their thoughts, and immediately filled out the newly designed questionnaire. The overall correlation between the questionnaire and TAP (r=0.52) suggests the potential utility of this questionnaire as an alternative to TAP.
Author Information
Uthpala Athukorala, Institute of Technology University of Moratuwa, Sri Lanka
Dileepa Fernando, Singapore University of Technology and Design, Singapore
Chanakya Wijeratne, University of Colombo, Sri Lanka
Paper Information
Conference: ECE2024
Stream: Mind
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Athukorala U., Fernando D., & Wijeratne C. (2024) Assessing Metacognitive Skills in Mathematical Problem Solving: A Comparative Study of a Task-Specific Questionnaire and Think Aloud Protocol ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 481-498) https://doi.org/10.22492/issn.2188-1162.2024.39
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.39
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