International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VII, July 2022 | ISSN 2454–6186
Kithinji Rugendo Wairambu*, Prof Nelson Jagero (PhD)
Chuka University, Kenya
*Correspondent Author
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.
Key Words: Conventional Teaching Approach, Kitui County, Kenya, Mann- Whitney, Metacognitive learning Approach, Motivation, Public Secondary Schools.
I.INTRODUCTION
Students’ motivation play a critical role in metacognitive learning as a means of achieving desirable outcome and as means of enhancing holistic understanding. Holistic understanding enables learners to satisfy needs for competence and autonomy that deepens the meaning of learning. Thus, enables the transfer of new knowledge into new situations and apply it in unfamiliar contexts. Unfortunately, many students often do struggle to recognize and correct any specific difficulties because of lack of this motivation. Both cognitive and metacognitive approaches are necessary for enhancing motivation among learners by reducing uncertainty behaviour in the classroom. Motivation is a reason for students thinking in a given situation. The students are expected to collaborate, experience themselves as active participants in creating mathematical insights. Such students are intrinsically motivated which arouses, directs, and maintain behavior (Woolfolk, 2008). When a student has internal drive that arouses and direct him or her, he or she willingly participate in the activity because it is certainly interesting or enjoyable. When a student is extrinsically motivated, he or she undertake an activity because it leads to a