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Sep 13, 2024Article Details
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Main Article Content
Attitudes and Metacognitive Awareness as Predictors of Undergraduates’ Algebra Scores
Christopher Owu-Annan
Peter Akayuure
Richard Asumadu Oppong
Abstract
Research examining students’ attitudes and awareness of how to learn mathematics and their effect on performance is still inconclusive. The study examined the relationship among first year students’ attitudes towards learning algebra, metacognitive awareness and algebra performance at a university in Ghana. Two inventories were adopted and used to collect data from an intact class of 180 first year mathematics education students. These students' end of semester examination scores in first year algebra were used to indicate their performance in algebra. Data was analysed using descriptive statistics, correlation and linear regression analysis at .05 significance level. On the four subscales of attitude, the result shows significantly weak negative relationships between students’ self-confidence and algebra scores, as well as students’ enjoyment for algebra and algebra scores. Also, there was significant positive relationship between students’ metacognitive awareness in algebra and algebra scores. However, students’ value of algebra and motivation were not statistically related to their algebra scores. The regression analysis indicated that students’ attitude towards the learning of algebra (self-confidence and enjoyment) and metacognitive awareness levels predicted students’ scores in algebra. The findings suggest the need for algebra lecturers to enhance first year students’ metacognitive skills and positive attitudes as bases for boosting performance in algebra. The implication, for lecturers providing orientation to first year students on how to learn to think algebraically in their first lecture, is highlighted.
