Unlocking Metacognitive Potential: A Journey Through the Minds of Androgynous High School Students in Statistical Problem Solving

Abstract

Metacognitive activities are essential to academic achievement and cognitive development during adolescence. This study aims to investigate the metacognitive activities of androgynous students in solving statistics problems. To deeply uncover the complex interaction between androgynous identity and metacognitive strategies, a qualitative approach with semi-structured in-depth interviews based on a statistics problem-solving task adopted from the Metacognition Awareness Inventory was used. The participants were three high school students with moderate mathematical ability, consisting of one androgynous student and two non-androgynous students as a comparison. The findings of this study revealed a spectrum of metacognitive strategies used by androgynous students. Androgynous students demonstrated cognitive flexibility, smoothly transitioning between analytical and intuitive approaches based on problem characteristics. All participants were empowered with metacognitive knowledge and metacognitive regulation to monitor and adapt cognitive processes during problem-solving, but androgynous students had greater knowledge control. In addition, androgynous students demonstrated goal-oriented planning in breaking down the complexity of statistical problems and aligning metacognitive strategies with goals. This study underscores the influence of gender identity on metacognition. Androgynous students, free from traditional gender-related cognitive stereotypes, utilize a broader range of metacognitive approaches than non-androgynous students. The findings provide valuable insights into the metacognitive potential of androgynous individuals and the complex dynamics between gender identity and cognitive processes in the context of problem-solving. This study contributes to the broader discourse on metacognition, gender, and cognitive development, with implications for educators, policymakers, and researchers who strive to foster inclusive and effective educational environments.



Author Information
Kiki Henra, Universitas Negeri Surabaya, Indonesia
I Ketut Budayasa, Universitas Negeri Surabaya, Indonesia
Ismail , Universitas Negeri Surabaya, Indonesia

Paper Information
Conference: ACEID2024
Stream: Mind

This paper is part of the ACEID2024 Conference Proceedings (View)
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To cite this article:
Henra K., Budayasa I., & I. (2024) Unlocking Metacognitive Potential: A Journey Through the Minds of Androgynous High School Students in Statistical Problem Solving ISSN: 2189-101X – The Asian Conference on Education & International Development 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2024.22
To link to this article: https://doi.org/10.22492/issn.2189-101X.2024.22


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Posted by James Alexander Gordon