Research suggests that students who are “metacognitively aware learners” demonstrate better academic performance (Shraw & Dennison, 1994; Md. Yunus & Ali, 2008). In this research, the metacognitive levels for two classes of differential equations students were studied. Students completed a survey adapted from the Metacognitive Awareness Inventory (MAI) (Shraw & Dennison, 1994) at the start of the course. The questions chosen from the MAI were aimed at three components concerning the students’ knowledge about their cognition: declarative knowledge, procedural knowledge, and conditional knowledge. Analysis shows student performance, as measured by the course grade, cannot be predicted by metacognitive awareness levels.
This document was originally published by Indiana University in Journal of the Scholarship of Teaching and Learning. This work is provided under a Creative Commons Attribution 3.0 License. Details regarding the use of this work can be found at: http://creativecommons.org/licenses/by/3.0/. http://josotl.indiana.edu/index.
Smith, Mary Jarratt. (2013). "An Exploration of Metacognition and Its Effect on Mathematical Performance in Differential Equations". Journal of the Scholarship of Teaching and Learning, 13(1), 100-111.