Title Page
METACOGNITIVE AND COMPUTATION SKILLS: PREDICTING STUDENTS’
PERFORMANCE IN MATHEMATICS
Conceptual Framework
21st Century Skills
Metacognitive Skills
Computation Skills
Students’ Performance in the
Mathematics in the Modern World
Skills Enhancement Plan
Figure 1. Conceptual Framework of the Study
Statement of the Problem
The main objective of this study was to determine whether computation skills and
metacognitive skills were significantly related to students’ performance.
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Specifically, this study should answer the following questions:
1. What is the level of computation skills of the students based on the result of
the test?
2. What is the level of metacognitive skills of the students based on the result of
the test?
3. What is the level of students’ performance based on their grade point average
(GPA) in Mathematics in the Modern World course?
4. Is there a significant relationship between the computation skills and students’
performance in Mathematics in the Modern World Course?
5. Is there a significant relationship between the metacognitive skills and
students’ performance in Mathematics in the Modern World Course?
6. Do metacognitive skills and computation skills predict students’ success in
Mathematics in the Modern World?
Statement of the Hypotheses
The following null hypotheses were tested at 0.05 level of significance.
1. There is no significant relationship between the computation skills and
students’ performance in Mathematics in the Modern World Course.
2. There is no significant relationship between the metacognitive skills and
students’ performance in Mathematics in the Modern World Course.
3. Metacognitive and computation skills do not predict significantly the students’
performance.
Results and Discussion.
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Level of Students’ Computation Skills. Table 1 shows the students’ level of
computation skills based on their scores from the computation test.
Table 1. Level of Students’ Computation Skills (N = 90)
Test Mean Score SD MPS Descriptive
Equivalent
Computation Test 10.46 2.09 35% Average
Total Items: 30
Scale: 96 – 100% = Mastered; 86 – 95% = Closely Approximating Mastery; 66 – 85% = Moving Towards Mastery;
35 – 65% = Average; 15 – 34% = Low; 5 – 14% = Very Low; 0 – 14% = Absolutely No Mastery
As shown on the above Table 1, the Mean Score of the Students from the 30-item
computation test is 10.46. This has an equivalent Mean Percentage Score (MPS) of 35%.
This is interpreted as Average based on the given scale.
Based on the findings shown, this means that the level of students’ computation
skills based on their overall performance in computation test was average.
Evaluation of Computational Skills is highly required in the assessment of
Mathematics difficulties in both children with specific learning disabilities and broader
disorders to understand the reasons for poor achievement (Mabbott & Bisanz, 2008). In
addition, the critical importance of evaluating computational skills and problem-solving
skills definitely for the occurrence of math difficulties is apparent (Lambert et al., 2008)
This suggests that there should be regular comprehensive evaluation of students'
computation skills in order to determine how to improve their achievement in
Mathematics Test. Teachers must train their students to strengthen and develop their
computation skills in order to improve their achievement in Mathematics Skills Test, thus
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achieving success in Mathematics. Future researchers may also do a study focusing on
the factors that influence the level of students’ computation skills.
Level of Students’ Metacognitive Skills. Table 2 shows the students’ level of
metacognitive skills based on their scores from the metacognitive test.
Table 2. Level of Students’ Metacognitive Skills (N = 90)
Test Mean Score SD MPS Descriptive
Equivalent
Metacognitive 9.18 2.17 31% Low
Test
Total Items: 30
Scale: 96 – 100% = Mastered; 86 – 95% = Closely Approximating Mastery; 66 – 85% = Moving Towards Mastery;
35 – 65% = Average; 15 – 34% = Low; 5 – 14% = Very Low; 0 – 14% = Absolutely No Mastery
As shown in Table 2, the Mean Score of the Students from the 30-item
metacognitive test is 9.18. This has an equivalent Mean Percentage Score (MPS) of 31%.
This is interpreted as low based on the given scale.
Based on the findings shown, this means that the level of students’ metacognitive
skills based on their overall achievement in the metacognitive test was low.
Metacognition ability can be evaluated by a number of ways, but there is one
method presently used which is by using questions to discover perceptions of student
thinking, problem-solving skills, and strategies (Weinstein in Downing, 2009). Mastering
metacognitive skills will impact the performance in mathematics, mostly in mathematical
problem solving (Zan, 2000). In addition, metacognitive skills contribute to 37% in the
performance level of mathematical problem solving (Desoete et al., 2001). It is claimed
that students with metacognitive skills are more strategic and intelligent than those
without these skills (Rivers, 2001). On the other hand, students observe problems in
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mathematics and problem-solving tasks because they are ignoring an extensive series of
cognitive or metacognitive processes (Grizzle-Martin, 2014).
However, findings have shown that the students’ level of metacognitive skills is
interpreted as low based on their achievement in the test. This suggests that teachers must
teach students on the way that their high order thinking skills such as Analyzing,
Evaluating and Creating will be more developed so that their metacognitive skills will be
enhanced and strengthened to have better performance in Mathematics.
Level of Students’ Performance. Table 3 shows the students’ performance based
on their GPA in Mathematics in the Modern World.
Table 3. Level of Students’ Performance
Course N Mean GPA Descriptive Equivalent
Mathematics in the 90 88.65 Approaching Proficiency
Modern World
Scale: 95 – 100 = Advanced; 90 – 94 = Proficient; 80 – 89 = Approaching Proficiency; 75 – 79 =
Developing; 75 and Below = Beginning
As shown in Table 3, the Students’ Mean GPA in Mathematics in the Modern
World Course is 88.65 and it has a descriptive equivalent which is Approaching
Proficiency based on the given scale.
Based on the findings, this means that students’ overall performance in
Mathematics in the Modern World course based on their Grade Point Average(GPA) is in
approaching proficiency level.
Students’ performance—whether successful or not—is possibly due to a
deficiency of metacognitive skills, not cognitive skills (Chang, 2002). The students with a
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very high-performance level were directly relative to the metacognitive skills. This means
that metacognitive skills did affect their performance (Abdullah et al., 2017).
Mathematical performance is meaningfully and absolutely affected by applying
metacognitive stratagems (Bernard & Bachu, 2015).
The findings denote that teachers especially those who are handling Mathematics
courses must help students to strengthen both of their computation and metacognitive
skills to improve their mathematics performance and to maximize the chance to achieve
success in mathematics.
Testing Hypotheses
The null hypothesis declaring that there is no significant relationship between the
students' level of computation skills and their level of performance in Mathematics was
tested using the Pearson coefficient of correlation as shown in Table 4.
Table 4. Test of Relationship between Computation Skills and Mathematics
Performance
Variables Pearson “r” Interpretation p-value Interpretation
Computation .593 Moderate Positive .000 With
Skills and Linear Relationship Significant
Mathematics Relationship
Performance
Scale: 0 – ± 0.29 = No Linear Relationship *N = 90
± 0.30 – ± 0.49 = Weak Linear Relationship
± 0.50 – ± 0.69 = Moderate Linear Relationship
± 0.70 – ± 0.99 = Strong Linear Relationship
±1 = Perfect Linear Relationship
The results showed that there is a moderate positive correlation between students’
computation skills and students’ Mathematics performance (Pearson “r” = .593) which
means that when the students' computation skills are more strengthened and developed,
they will perform better in Mathematics. On the other hand, if such computation skills are
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weak, the bigger the chance that they will have poor performance in Mathematics.
Besides, a significant relationship was established between the two variables (p-value
< .05). Thus, the null hypothesis was rejected and the alternative hypothesis specifying
that there is a significant relationship between the students’ computation skills and their
Mathematics performance was accepted.
Philips (2007) emphasized that computation skill is essential for today’s
generation and posited that it empowers students to be more operative problem solvers
for situations beyond the computer science realm, and inspires them to generate tools to
solve problems, rather than utilize prevailing paraphernalia. This skill also has been
called the literacy of the 21st century, which is being addressed at the tertiary level with
high degrees of achievement. Moreover, Lunsford & Poplin (2011), said that computation
skills are an important factor of student success in elementary statistics regardless of the
level of mathematics presented, or the virtual emphasis on computation versus
interpretation by the instructor.
Since the significant relationship between computation skills and Mathematics
performance has been established, this recommends that both students and teachers must
help one another to strengthen the students’ computation skills in order to maximize their
performance in Mathematics.
The null hypothesis declaring that there is no significant relationship between the
students' level of Metacognitive skills and their level of performance in Mathematics was
tested using the Pearson coefficient of correlation as shown in Table 5.
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Table 5. Test of Relationship between Metacognitive Skills and Mathematics
Performance
Variables Pearson “r” Interpretation p-value Interpretation
Metacognitive .529 Moderate Positive .000 With
Skills and Linear Relationship Significant
Mathematics Relationship
Performance
Scale: 0 – ± 0.29 = No Linear Relationship *N = 90
± 0.30 – ± 0.49 = Weak Linear Relationship
± 0.50 – ± 0.69 = Moderate Linear Relationship
± 0.70 – ± 0.99 = Strong Linear Relationship
±1 = Perfect Linear Relationship
The results showed that there is a moderate positive correlation between students’
metacognitive skills and students’ Mathematics performance (Pearson “r” = .529) which
means that when the students’ students Metacognitive Skills are more developed,
students will perform better or will have a better performance in Mathematics. On the
other hand, if such Metacognitive skills are not well-developed, students will struggle to
have a good performance in Mathematics. Further, a significant relationship was
established between the two variables (p-value < .05). Thus, the null hypothesis was
rejected and the alternative hypothesis specifying that there is a significant relationship
between the students’ metacognitive skills and their Mathematics performance was
accepted.
Students who have high metacognitive skills achieve better in mathematics
lessons (including problem-solving) than students who have low metacognitive skills
(Jaafar & Ayub, 2010). Maier (2012) said that metacognitive development progresses
mathematical performance. Metacognitive skills assist students in understanding,
planning, implementing a strategy, correcting errors, and evaluating answers to the
mathematical problem solving, thus, students with high level of metacognitive skills can
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improve their performance, and obtaining the much-needed necessity of HOTS (Abdullah
et al., 2017).
Since the significant relationship between metacognitive skills and Mathematics
performance has been established, this recommends that both students and teachers must
help one another to strengthen the students’ metacognitive skills in order to maximize
their performance in Mathematics.
Regression Analysis
Table 6 shows the regression analysis of Computation Skills, Metacognitive
Skills, and Mathematics Performance. Using the stepwise method, Table 6 presents
which model best predicted students’ performance in Mathematics.
Table 6. Regression Analysis for Determining Predictors of Students’ Mathematics
Performance
Model R R2 Adjusted SE F-value p-value
R2
1 .593a .352 .344 3.37086 47.735 .000a
2 .670b .449 .436 3.12645 35.393 .000b
a. Predictors: (Constant), Computation_Skills
b. Predictors: (Constant), Computation_Skills, Metacognitive_Skills
c. Dependent Variable: Performance
The data show that there is a significant overall relationship of the model wherein
Computational Skills is the independent variable and Students’ Mathematics Performance
is the dependent variable (R = .593, p < .05). Likewise, there is also a significant overall
relationship of the model comprising two independent variables specifically
Computational Skills and Metacognitive Skills (R = .670, p < .05).
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Considering the R2 statistic, “Model 2” the better model in predicting students’
performance in Mathematics with two predictors because it posted a higher value of
0.449 known as the coefficient of determination which indicates the proportion of
variance of the dependent variable (Mathematics Performance) that can be explained by
the variation that also occurs in both independent variables (Computation and
Metacognitive Skills). In this case, approximately 45% of the variation in Mathematics
Performance can be explained based on the amount of variation that occurs between the
students’ Computation and Metacognitive Skills. The “Std. Error of the Estimate”
indicates the amount of dispersion for the prediction equation.
More importantly, a p-value less than 0.05 indicates a significant result. In this
case, the statistical value confirms that Computation and Metacognitive skills are
statistically valid predictors of Mathematics performance.
Table 7. Statistics Associated with the Predictors of Students’ Mathematics
Performance in the Multiple Regression Analysis
Model Unstandardized Standardized t p-value
Coefficients Coefficients
B SE Beta
1 (Constant) 76.330 1.819 41.964 .000
Computation_Skills 1.179 .171 .593 6.909 .000
2 (Constant) 73.255 1.861 39.357 .000
Computation_Skills .897 .174 .451 5.157 .000
Metacognitive_Skills .656 .168 .342 3.911 .000
a. Dependent Variable: Performance
*Model: Mathematics Performance = 73.255 + 0.897 Computation Skills + 0.656 Metacognitive Skills
The unstandardized beta coefficients contain a value that indicates whether the
relationship is direct or inverse. In this case, the “Unstandardized Coefficient” for Model
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2 of the Computation Skills = 0.897 and Metacognitive Skills = 0.656, both indicating a
direct relationship.
The coefficient values can be plugged into the regression equation used to plot the
line of regression. This equation is Y1=a + b1X1 + b2X2. To determine the value of
( Mathematics performance), take sum of the constant, the product of the coefficient of
computation skills and its actual value and the product of the coefficient of metacognitive
skills and its actual value based on the test scores.
In this case, by following the equation, Mathematics Performance = 73.255 +
0.897 Computation Skills + 0.656 Metacognitive Skills. For a Computation Score of 10
and Metacognitive Score of 15, Mathematics Performance = 73.255 + 0.897(10) +
0.656(15), predicts a Mathematics performance (GPA) of 92.065. Thus, both
Computation skills and Metacognitive skills of students significantly predict their
performance in Mathematics.
In a particular study done by Mohamad & Mahamod (2014), it was found out that
awareness in metacognitive skills can boost students’ interest in a particular subject thus
improving their performance. In addition, the said skills also are important in improving
and training the students to maximize their ability to solve problems. In the study done by
Jacobs & Harkamp (2012), the student’s ability in solving mathematical problems can be
improved. Furthermore, the findings from the study of Bayat & Tarmizi (2010) showed
that there is a positive and moderate significant relationship between a metacognitive
overall strategy and performance in the Algebra problem-solving. On the other hand,
Lunsford & Poplin (2011), found out that computation skills are an important factor of
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student success in elementary statistics regardless of the level of mathematics presented,
or the virtual emphasis on computation versus interpretation by the instructor.
With the findings revealed, students must acquire skills in Metacognitive and
Computation since these are essential for them to maximize their performance in any
Mathematics course. Teachers, with the use of sufficient resources, play a great role in it.
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Appendix G. Data Set
Students Computation Scores Metacognitive Scores Final Grade
1 13 10 91
2 10 9 86
3 14 9 97
4 9 9 89
5 10 9 86
6 10 8 85
7 16 11 99
8 14 8 91
9 12 8 86
10 12 11 92
11 11 9 89
12 10 14 96
13 13 9 89
14 9 9 88
15 11 12 95
16 13 12 85
17 10 9 90
18 12 11 93
19 9 8 85
20 11 11 91
21 10 9 90
22 8 7 84
23 10 8 93
24 9 6 89
25 9 8 84
26 11 9 93
27 10 18 94
28 13 12 98
29 9 5 84
30 8 7 84
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Students Computation Scores Metacognitive Scores Final Grades
31 9 8 85
32 11 9 89
33 10 9 92
34 12 10 93
35 10 8 85
36 11 11 92
37 11 10 89
38 10 9 89
39 11 10 90
40 10 8 81
41 9 8 86
42 11 9 89
43 9 8 87
44 9 9 91
45 13 9 87
46 13 11 94
47 8 7 80
48 9 8 85
49 9 9 86
50 14 9 92
51 8 11 90
52 9 12 88
53 10 9 89
54 11 9 92
55 12 10 92
56 11 10 89
57 11 9 92
58 10 8 90
59 9 5 86
60 10 9 92
Students Computation Scores Metacognitive Scores Final Grades
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61 9 7 83
62 10 13 82
63 8 11 84
64 14 15 96
65 9 7 86
66 7 11 92
67 8 8 86
68 10 11 89
69 8 4 84
70 9 11 90
71 9 8 86
72 14 9 90
73 12 9 83
74 8 10 88
75 9 8 86
76 16 13 88
77 13 9 92
78 4 5 78
79 14 11 90
80 10 8 89
81 10 8 86
82 15 10 92
83 9 7 86
84 13 11 92
85 9 8 81
86 9 11 90
87 12 6 96
88 10 8 89
89 8 6 83
90 9 7 84
Appendix H. Data Analysis
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Correlations
Test for Correlations of Computation Skills and Mathematics Performance
Level of Students'
Computation Performance
Skills
Pearson Correlation 1 .593**
Level of Computation Skills Sig. (2-tailed) .000
N 90 90
**
Pearson Correlation .593 1
Students' Performance Sig. (2-tailed) .000
N 90 90
**. Correlation is significant at the 0.01 level (2-tailed).
Test for Correlations of Computation Skills and Mathematics Performance
Level of Students'
Metacognitive Performance
Skills
Pearson Correlation 1 .529**
Level of Metacognitive Skills Sig. (2-tailed) .000
N 90 90
**
Pearson Correlation .529 1
Students' Performance Sig. (2-tailed) .000
N 90 90
**. Correlation is significant at the 0.01 level (2-tailed).
Linear Regression
Checking the Assumptions:
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*The box plots show only 1 mild outlier in Computation Skills, one mild outlier in
Metacognitive Skills, and no outlier in Performance satisfying the assumption of no
significant outliers in regression analysis.
*The standardized Betas have values less than 1 in absolute value satisfying the
assumption of non-multicollinearity in regression analysis.
*The residuals are approximately normally distributed satisfying the assumption of
normal residual distribution in regression analysis.
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*The scatterplot of residuals shows approximately similar spread across different
predicted values suggesting the homogeneity of variance. This satisfies the assumption of
homoscedasticity of residuals (equal error variances) in regression analysis.
