METACOGNITIVE SKILFULNESS OF STUDENTS IN PROBLEM SOLVING

Abstract

The relationship between metacognition in learning and problem solving has been extensively studied. The importance of metacognition in learning and problem solving has also been studied methodically. We conducted this study to assess the metacognitive skilfulness of students during problem solving. The aim of the study was to gain a better understanding on how students assess their problem solving skills and activities. The participants were asked to solve a Tower of Hanoi on paper, consisting of 3 discs before completing the Metacognitive Activities Inventory questionnaire. All the 29 students solved the puzzle in the allocated time. The participants have demonstrated that they exercise metacognitive skills during problem solving. Metacognitive skilfulness is significant (p<0.05). Both males and females practice metacognitive skills during problem solving, although females practiced metacognitive skilfulness slightly more than males. 5 students have demonstrated more metacognitive skilfulness by solving the puzzle mentally. The findings confirm that metacognition is an integral part of cognitive processes. Key Terms: Metacognition, Problem Solving, Metacognitive Skills