Open AccessTECHNOLOGY INTEGRATED WITH METACOGNITIVE REGULATION APPROACH TO ENHANCE STUDENTS’ MASTERY AND CREATING EFFECTIVE LEARNING IN MATHEMATICS
Author(s) -
Mohamad Ariffin Abu Bakar,
Norulhuda Ismail
Publication year - 2020
Publication title -
asia proceedings of social sciences
Language(s) - English
Resource type - Journals
eISSN - 2663-6638
pISSN - 2663-662X
DOI - 10.31580/apss.v6i2.1249
Subject(s) - metacognition , mathematics education , intervention (counseling) , psychology , computer science , cognition , psychiatry , neuroscience
This study aims to look at the effectiveness of mathematical learning through a metacognitive regulation approach with the technology integrated through modules, kits and interactive activities. The objective of this study was to look at the impact of using the Meta-Seller Tutoring module and mathematics learning kit on the metacognitive regulation skills and mastery of student mathematics concepts. Based on a quantitative approach using experimental design, the present study involved 159 students from three secondary schools in Pasir Gudang, Malaysia. The results show that the use of modules combined with technology and metacognitive regulation strategies has the greatest impact on the metacognitive regulation skills and students’ mastery of mathematics concepts and significantly in shaping effective learning. The implications indicate that teachers can use the module as an intervention in mathematics learning