The impact of a metacognitive intervention using I.M.P.R.O.V.E. model on grade 7 students' metacognitive awareness and mathematics achievement

• Main Author: Montero, Napoleon A., III
• Format: text
• Language: English
• Published: Animo Repository 2017
• Subjects: Metacognitive therapy; Metacognition in children; Cognitive therapy; Mathematics > Study and teaching; Achievement motivation
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/5328
• Institution: De La Salle University

This study sought to investigate the impact of a Metacognitive intervention on Grade 7 students Metacognitive awareness and achievement in Mathematics. Using Concurrent Action Research as the research design of the study, one heterogeneous Grade 7 class from a public high school in Metro Manila underwent a six-week Metacognitive Intervention using a structured Metacognitive instructional model called, I.M.P.R.O.V.E. (Introducing the new concepts; Metacognitive questioning; Practicing; Reviewing and Reducing difficulties; Obtaining mastery; Verification; and Enrichment). The quantitative aspect of the research included the assessment of the Metacognitive Awareness and the Mathematics Achievement of the students before and after the intervention period using the following instruments: The Jr. Metacognitive Awareness Inventory (Jr. MAI); and the Mathematics Achievement Test (MAT). On the other hand, student interviews, Focus Group Discussions (FGD) with the observers, and learners outputs were examined in the qualitative aspect of the research. Results revealed that there were large, and huge significant differences between the pre-test and post-test results of the Jr. MAI and the MAT, respectively. Moreover, the intervention gained affirmative responses from the teacher observers and student participants as a good intervention tool to enhance students Metacognitive Awareness and Mathematics Achievement. Recommendations on how the method could be improved when implemented in classes were also discussed.