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The  descriptive  research  design  and  quantitative  survey  method  were  used. In  this  study,  Metacognitive  Awareness  Inventory  (MAI)  consisting  of  44  items  (r=0.881)  was used  to  measure  the  metacognitive  awareness  of  the  students.  The  inventory  contained eight dimensions; declarative  knowledge,  procedural  knowledge,  conditional  knowledge, planning, information   management   strategies,   comprehension   monitoring,   debugging   strategies   and evaluation.  And,  the  next  instrument,  Mathematics  Anxiety  Rating  Scale developed  by  Sharia  et al.  (2015)  was  used  to  measure  mathematics  anxiety  of  students.  It  includes  26  items  (r=0.879) and  consists  of  two  dimensions;  cognitive  dimension,  the   worry  component  and  affective dimension,  the  emotional  component.  The  result  of t test  showed  that  there  was  a  significant difference in metacognitive awareness by gender. The metacognitive awareness of female students was  higher  than  thatof  male  students. The  result  also  showed  that  there  was  no  significant difference  in  metacognitive  awareness  by  subject  combination.  The  ANOVA  result  revealed  that there  were  significant  differences  in  metacognitive  awareness  by  schools. Besides,  there  was  no significant  difference  in  mathematics  anxiety  by  gender  and  by  subject  combination.  As  the ANOVA  result,  there  were  significant  differences  in  mathematics  anxiety  between  school  2  and school  3,  between  school  2  and  school  4,  and  between  school  3  and  school  7.  According  to  the Pearson   product-moment   correlation,   there   was   a   significant   negative   correlation   between metacognitive awareness and mathematics anxiety of Grade 10students (r= -.162, p\u003c.01). Thus, it can  be  concluded  that the  higher  level  of  students’ metacognitive awareness, the lower level of their mathematics anxiety."}]}, "item_1583103108160": {"attribute_name": "Keywords", "attribute_value_mlt": [{"interim": "Metacognition"}, {"interim": "Metacognitive Awareness"}, {"interim": "Mathematics Anxiety"}]}, "item_1583103120197": {"attribute_name": "Files", "attribute_type": "file", "attribute_value_mlt": [{"accessrole": "open_access", "date": [{"dateType": "Available", "dateValue": "2020-10-12"}], "displaytype": "preview", "download_preview_message": "", "file_order": 0, "filename": "MAAS 2020 (Pan Thazin San).pdf", "filesize": [{"value": "435 Kb"}], "format": "application/pdf", "future_date_message": "", "is_thumbnail": false, "licensetype": "license_0", "mimetype": "application/pdf", "size": 435000.0, "url": {"url": "https://meral.edu.mm/record/5731/files/MAAS 2020 (Pan Thazin San).pdf"}, "version_id": "61cb5fb0-aaaf-4600-ae6e-a3c5737595c0"}]}, "item_1583103131163": {"attribute_name": "Journal articles", "attribute_value_mlt": [{"subitem_issue": "9B", "subitem_journal_title": "Journal of the Myanmar Academy of Arts and Science", "subitem_pages": "545-554", "subitem_volume": "18"}]}, "item_1583105942107": {"attribute_name": "Authors", "attribute_value_mlt": [{"subitem_authors": [{"subitem_authors_fullname": "Pan Thazin San"}, {"subitem_authors_fullname": "Khin Hnin Nwe"}, {"subitem_authors_fullname": "Aye Aye Aung"}]}]}, "item_1583108359239": {"attribute_name": "Upload type", "attribute_value_mlt": [{"interim": "Publication"}]}, "item_1583108428133": {"attribute_name": "Publication type", "attribute_value_mlt": [{"interim": "Journal article"}]}, "item_1583159729339": {"attribute_name": "Publication date", "attribute_value": "2020-08-31"}, "item_title": "Metacognitive Awareness and Mathematics Anxiety of Grade 10 Students in Meikhtila Township", "item_type_id": "21", "owner": "87", "path": ["1597762186593"], "permalink_uri": "http://hdl.handle.net/20.500.12678/0000005731", "pubdate": {"attribute_name": "Deposited date", "attribute_value": "2020-10-13"}, "publish_date": "2020-10-13", "publish_status": "0", "recid": "5731", "relation": {}, "relation_version_is_last": true, "title": ["Metacognitive Awareness and Mathematics Anxiety of Grade 10 Students in Meikhtila Township"], "weko_shared_id": -1}
  1. Sagaing University of Education
  2. Department of Educational Psychology

Metacognitive Awareness and Mathematics Anxiety of Grade 10 Students in Meikhtila Township

http://hdl.handle.net/20.500.12678/0000005731
http://hdl.handle.net/20.500.12678/0000005731
24d2e7e0-3225-4edf-b5aa-dcfee7ffe443
8fb10bab-c5de-4afb-ba6c-7e9f62821f60
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MAAS MAAS 2020 (Pan Thazin San).pdf (435 Kb)
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Publication type
Journal article
Upload type
Publication
Title
Title Metacognitive Awareness and Mathematics Anxiety of Grade 10 Students in Meikhtila Township
Language en
Publication date 2020-08-31
Authors
Pan Thazin San
Khin Hnin Nwe
Aye Aye Aung
Description
The main aim of this study was to investigate metacognitive awareness and mathematics anxiety of Grade 10students in Meikhtila Township. Participants were 994 students from eight schools in Meikhtila Township. The descriptive research design and quantitative survey method were used. In this study, Metacognitive Awareness Inventory (MAI) consisting of 44 items (r=0.881) was used to measure the metacognitive awareness of the students. The inventory contained eight dimensions; declarative knowledge, procedural knowledge, conditional knowledge, planning, information management strategies, comprehension monitoring, debugging strategies and evaluation. And, the next instrument, Mathematics Anxiety Rating Scale developed by Sharia et al. (2015) was used to measure mathematics anxiety of students. It includes 26 items (r=0.879) and consists of two dimensions; cognitive dimension, the worry component and affective dimension, the emotional component. The result of t test showed that there was a significant difference in metacognitive awareness by gender. The metacognitive awareness of female students was higher than thatof male students. The result also showed that there was no significant difference in metacognitive awareness by subject combination. The ANOVA result revealed that there were significant differences in metacognitive awareness by schools. Besides, there was no significant difference in mathematics anxiety by gender and by subject combination. As the ANOVA result, there were significant differences in mathematics anxiety between school 2 and school 3, between school 2 and school 4, and between school 3 and school 7. According to the Pearson product-moment correlation, there was a significant negative correlation between metacognitive awareness and mathematics anxiety of Grade 10students (r= -.162, p<.01). Thus, it can be concluded that the higher level of students’ metacognitive awareness, the lower level of their mathematics anxiety.
Keywords
Metacognition, Metacognitive Awareness, Mathematics Anxiety
Journal articles
9B
Journal of the Myanmar Academy of Arts and Science
545-554
18
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