Effect of Metacognitive Learning Approach on Students’ Motivation to Learn Mathematics in Public Secondary Schools in Kitui County, Kenya

Kithinji Wairambu and Prof Nelson Jagero (PhD)
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Prof Nelson Jagero (PhD): Chuka University, Kenya

International Journal of Research and Innovation in Social Science, 2022, vol. 6, issue 7, 246-252

Abstract: The present study investigated the effect of the Metacognitive learning approach on students’ motivation to learn mathematics based on the topic Formulae and Variation in mathematics. A Quasi-experimental design and in particular Solomon Four Design was employed for the study. A stratified random sampling technique was used to select four boys’ and four girls’extra county participating secondary schools. Assignment of groups to either experimental or control group was done through simple random sampling. A sample size of 360 form three students was used in the study. Students in the experimental groups were taught Formulae and Variations using Metacognitive Learning Approach (MLA) while control groups were taught the same topic using Conventional Teaching Approach (CTA). The research instrument for data collection was Academic Motivation Scale (AMS). Data analysis was undertaken with the help of Statistical Package for Social Sciences (SPSS) version 25.0 software. The study showed that Metacognitive Learning Approach (MLA) resulted to higher levels of students’ scores in motivation towards learning of mathematics. The study recommends that teacher training institutions, Kenya Curriculum (KICD) and mathematics teachers should enact MLA approach as a preferred mathematics learning approach in Kenyan secondary schools. The findings of the study form basis for future research on innovative teaching approaches in mathematics education

Date: 2022
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