The Development of Problem-solving and Self-regulation Skills of Grade 12 High School Students through Meta-cognition-based Learning Processes

Abstract

This research aimed 1) to compare the ability to solve mathematical problems on arithmetic and geometric sequences of grade 12 students who received learning management according to the metacognition process before and after learning. 2) To compare the self-regulation ability of Grade 12 students who received learning management according to the metacognition process with the 80% criterion. The research sample in this study consists of 120 sixth-grade students from Anukoonnaree School, Mueang District, Kalasin Province, studying in the first semester of the 2024 academic year, selected through cluster sampling. The research instruments include six lesson plans for learning activities based on the metacognition process in mathematics, a mathematical problem-solving ability test, and a self-regulation assessment. Data was analyzed using statistical methods such as mean, percentage, standard deviation, and t-test.

The research findings revealed that (1) the ability to solve mathematical problems related to arithmetic and geometric sequences, which were taught through the metacognition process, showed a statistically significant increase in post-test scores compared to pre-test scores at the .01 level. (2) The ability to self-regulate, which was taught through the metacognition process, was at a level of frequent practice or higher, exceeding the set threshold of 80 percent.