Learning Environment, Metacognitive Awareness and Problem Solving Ability Among Form Four Students


A conducive learning environment can also help to create the comfort of teaching and learning while maintaining the focus and interest of students in mathematics. The classroom environment and psychosocial interactions of students can bring about changes towards achieving teaching and problem solving goals. The aim of this study is to identify the level of learning environment, metacognitive awareness and mathematical problem solving skills among form four students. In addition, this study also aims to determine the relationship between learning environment, metacognitive awareness and problem solving skills. A total of 420 form four students in Alor Gajah Melaka were randomly selected as respondents for the study. This study is a survey study using instruments consisting of two parts. Part A is a student demographic, part B is a questionnaire related to the learning environment (WIHIC), metacognitive awareness and problem solving skills. The data were analyzed descriptively using frequency, percentage, min and inferential analysis involving Pearson's Correlation. The findings showed that mathematical learning environment, metacognitive awareness and problem solving skills were at moderate level. This study also shows that there is a moderate positive significant relationship between learning environment and metacognitive awareness and learning environment with problem solving skills. While there is a strong positive relationship between metacognitive awareness and problem solving skills. This study provides an important indicator as it demonstrates that the importance of the learning environment is noted by the teacher as it is capable of raising metacognitive awareness and improving students' mathematical problem solving skills.

Author Information
Nor Suhaila Abdul, Universiti Kebangsaan Malaysia, Malaysia
Siti Mistima Maat, Universiti Kebangsaan Malaysia, Malaysia

Paper Information
Conference: ACEID2018
Stream: Primary & Secondary Education

This paper is part of the ACEID2018 Conference Proceedings (View)
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Posted by James Alexander Gordon