A meta-analysis of the effect of metacognitive instruction on mathematics achievement
Integrating metacognition into mathematics education is crucial for improving students’ mathematical performance, problem-solving abilities, and attitudes toward mathematics. The objective of this meta-analysis is to examine the overall impact of metacognitive instruction on mathematics performance....
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2517510 |
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| author | Riyan Hidayat Mohd Rashid Mohd Saad Melkior Wewe |
| author_facet | Riyan Hidayat Mohd Rashid Mohd Saad Melkior Wewe |
| author_sort | Riyan Hidayat |
| collection | DOAJ |
| description | Integrating metacognition into mathematics education is crucial for improving students’ mathematical performance, problem-solving abilities, and attitudes toward mathematics. The objective of this meta-analysis is to examine the overall impact of metacognitive instruction on mathematics performance. We conducted a systematic review using the PRISMA guidelines, searching through databases such as Web of Science, Scopus, ProQuest and Google Scholar. This yielded 43 studies involving 13,924 (experimental group, N = 7061; control group, N = 6863). We utilized R software packages to compute the effect size, employing standardized mean differences (SMD) and establishing 95% confidence intervals. Our findings demonstrate large and statistically significant effects of metacognitive instruction on mathematics achievement [ES = 1.11], metacognitive skills [ES = 1.18], and various other learning outcomes [ES = 1.27]. The results indicate that exploring this phenomenon could lead to notable enhancements in mathematics performance. These findings provide valuable insights for educators, informing them on how to optimize teaching methods and curriculum design to seamlessly integrate metacognitive instruction into mathematics education. |
| format | Article |
| id | doaj-art-0099abcdedb5457980929f005bc77b4c |
| institution | OA Journals |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-0099abcdedb5457980929f005bc77b4c2025-08-20T02:21:20ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2517510A meta-analysis of the effect of metacognitive instruction on mathematics achievementRiyan Hidayat0Mohd Rashid Mohd Saad1Melkior Wewe2Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, MalaysiaDepartment of Language and Literacy Education, Faculty of Education, University of Malaya, Kuala Lumpur, MalaysiaMathematics Education Study Program STKIP Citra Bakti, Ngada, IndonesiaIntegrating metacognition into mathematics education is crucial for improving students’ mathematical performance, problem-solving abilities, and attitudes toward mathematics. The objective of this meta-analysis is to examine the overall impact of metacognitive instruction on mathematics performance. We conducted a systematic review using the PRISMA guidelines, searching through databases such as Web of Science, Scopus, ProQuest and Google Scholar. This yielded 43 studies involving 13,924 (experimental group, N = 7061; control group, N = 6863). We utilized R software packages to compute the effect size, employing standardized mean differences (SMD) and establishing 95% confidence intervals. Our findings demonstrate large and statistically significant effects of metacognitive instruction on mathematics achievement [ES = 1.11], metacognitive skills [ES = 1.18], and various other learning outcomes [ES = 1.27]. The results indicate that exploring this phenomenon could lead to notable enhancements in mathematics performance. These findings provide valuable insights for educators, informing them on how to optimize teaching methods and curriculum design to seamlessly integrate metacognitive instruction into mathematics education.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2517510Mathematics achievementmetacognitive instructionPRISMAproblem solvingself-regulationStudy Skills |
| spellingShingle | Riyan Hidayat Mohd Rashid Mohd Saad Melkior Wewe A meta-analysis of the effect of metacognitive instruction on mathematics achievement Cogent Education Mathematics achievement metacognitive instruction PRISMA problem solving self-regulation Study Skills |
| title | A meta-analysis of the effect of metacognitive instruction on mathematics achievement |
| title_full | A meta-analysis of the effect of metacognitive instruction on mathematics achievement |
| title_fullStr | A meta-analysis of the effect of metacognitive instruction on mathematics achievement |
| title_full_unstemmed | A meta-analysis of the effect of metacognitive instruction on mathematics achievement |
| title_short | A meta-analysis of the effect of metacognitive instruction on mathematics achievement |
| title_sort | meta analysis of the effect of metacognitive instruction on mathematics achievement |
| topic | Mathematics achievement metacognitive instruction PRISMA problem solving self-regulation Study Skills |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2517510 |
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