Assessing Grade School Students Metacognition in Solving Mathematical Problem
THE ASSESSMENT HANDBOOK, pp. 1-22, PEMEA, December 2009
22 Pages Posted: 8 May 2010
Date Written: December 1, 2009
This study constructed a measure of metacognition that is applicable for grade school students (fourth grade). The constructed measure is domain-specific contextualized in the metacognition of mathematical problem solving. There is a need to construct a more direct and domain-specific measure of metacognition specifically for grade school pupils because of the difficulty in assessment procedures for young children. The test is composed of eight items that measure declarative knowledge, conditional knowledge, procedural knowledge, prediction, planning, evaluation, and two items on monitoring. The test was administered to 280 grade four students in different public and private schools in the Philippines. The reliability of the test using Cronbach’s Alpha is .78, indicating acceptable internal consistency of the items. Parallel form of reliability was conducted where it was significantly correlated with another measure of metacognitive skills (r=.21, p<.05). Intercorrelation of the factors showed that planning is negatively correlated with the other components. Confirmatory Factor Analysis (CFA) showed that all components of the measure are significant to metacognition as a latent construct. Adequate goodness of fit indicated that the measure is appropriate for grade four pupils given the eight items. Further implications of the findings on a cognitive development perspective and underlying metacognitive processes are discussed.
Keywords: Metacognition, Mathematical Problem Solving
Suggested Citation: Suggested Citation