FACTORS INFLUENCING MATHEMATICS LEARNING TO IMPROVE PROBLEM- SOLVING ABILITY USING COGNITIVE AND METACOGNITIVE LEARNING PROCESS AT HIGHER SECONDARY LEVEL STUDENTS

Abstract

The essence and heart of studying mathematics are problem-solving and critical thinking. However, due to a variety of emotional factors, many students find it difficult to solve problems, especially analytical ones. In this instance, students' emotional health has an impact on their analytical problem-solving abilities. Therefore, the research presents an attempt to study problem-solving ability based on thinking skills, lack of knowledge, self-confidence, practice, curiosity, math in daily life, teaching others and creativity among higher secondary students. The focus of the research is on utilizing cognitive and metacognitive learning processes to enhance students' mathematical skills. This study is a quasi-experimental research, the population in this study consists of higher secondary level students. The research is also expected to enhance high school student's ability in problem-solving and mathematical connections. Through the lenses of cognitive capabilities, metacognitive techniques, motivation, instructional methods, and environmental circumstances, the factors impacting mathematics learning are examined. The results show that cognitive skills like logical reasoning and spatial visualisation abilities have an impact on students' problem-solving abilities. Additionally, students' problem-solving abilities are positively impacted by the efficient use of metacognitive methods including self-monitoring, planning, and reflection. To engage students and provide a supportive learning environment, motivation is essential. The study also identified instructional strategies, such as inquiry-based learning, collaborative learning, and the use of technology, as important elements in fostering problem-solving skills. The results of this study can help instructors, curriculum designers, and educational policymakers when developing instructional interventions and conducive learning settings to improve students' mathematical problem-solving skills at the higher secondary level. The study also emphasises the value of encouraging learning settings, such as interactions between teachers and students and the availability of learning tools, in promoting successful mathematics learning and improving students’ problem-solving skills, respectively.

Keywords: Mathematics Learning, Problem-Solving Ability, Cognitive and Metacognitive Learning, Higher Secondary Level Students, Quasi-Experimental Design, and Students’ Capability