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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.

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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:

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