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Enhancing Metacognitive Awareness, Skills, and Academic Performance: A Study on the Impact of Performance-Based Assessment with Metacognitive Prompts in Quadratic Functions Using the RME Approach

Artigo2025

Pamela Mae Cerrado; Auxencia Limjap

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Resumo

Assessments play a pivotal role in Mathematics education, serving as vital gauges of students' mathematical proficiency and informing teaching strategies. Despite calls for contextualization, some educators still rely on abstract teaching methods and decontextualized tasks. This study aims to address these concerns by designing and implementing a performance task on quadratic functions, following a realistic mathematics education approach, coupled with metacognitive prompts. Using mixed methods, pre-test and post-test scores from the Jr. MAI of 30 Grade 9 students, their responses to metacognitive prompts, performance task scores, and interview questionnaire responses were analyzed. Statistical analysis revealed significant improvements in students' metacognitive awareness and skills, particularly in knowledge about cognition and regulation of cognition. Strong positive correlations were observed between variables. Descriptive analysis indicated an increase in students scoring above the cut-off post-intervention. Thematic analysis of student interviews highlighted themes such as pre-task planning, progress monitoring, and post-task evaluation, underscoring enhancements in self-knowledge and mathematical performance.

Dados da obra

Tipo
Artigo
Periódico
Mathematics Teaching Research Journal
Ano
2025
Idioma
en
Palavras-chave
Mathematics Education; Metacognition; Prompting; Grade 9; Mathematics Skills; Cognitive Processes; Foreign Countries; Performance Based Assessment; Cues; Knowledge Level; Mathematics Achievement
Temas
Avaliação
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
CERRADO, Pamela Mae; LIMJAP, Auxencia. Enhancing Metacognitive Awareness, Skills, and Academic Performance: A Study on the Impact of Performance-Based Assessment with Metacognitive Prompts in Quadratic Functions Using the RME Approach. Mathematics Teaching Research Journal, 2025. Disponível em: https://eric.ed.gov/?id=EJ1482017. Acesso em: 5 nov. 2026.

APA

Cerrado, P. M., & Limjap, A. (2025). Enhancing Metacognitive Awareness, Skills, and Academic Performance: A Study on the Impact of Performance-Based Assessment with Metacognitive Prompts in Quadratic Functions Using the RME Approach. Mathematics Teaching Research Journal. https://eric.ed.gov/?id=EJ1482017

BibTeX
@article{cerrado2025,
  author = {Cerrado, Pamela Mae and Limjap, Auxencia},
  title = {Enhancing Metacognitive Awareness, Skills, and Academic Performance: A Study on the Impact of Performance-Based Assessment with Metacognitive Prompts in Quadratic Functions Using the RME Approach},
  year = {2025},
  journal = {Mathematics Teaching Research Journal},
  url = {https://eric.ed.gov/?id=EJ1482017},
  language = {en}
}
RIS
TY  - JOUR
AU  - Cerrado, Pamela Mae
AU  - Limjap, Auxencia
TI  - Enhancing Metacognitive Awareness, Skills, and Academic Performance: A Study on the Impact of Performance-Based Assessment with Metacognitive Prompts in Quadratic Functions Using the RME Approach
PY  - 2025
JO  - Mathematics Teaching Research Journal
UR  - https://eric.ed.gov/?id=EJ1482017
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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