Achievement in problem solving and metacognitive thinking strategies among undergraduate calculus students

Ponniah, Logendra Stanley

Publication:
Achievement in problem solving and metacognitive thinking strategies among undergraduate calculus students

dc.contributor.affiliation	#PLACEHOLDER_PARENT_METADATA_VALUE#	en_US
dc.contributor.author	Ponniah, Logendra Stanley	en_US
dc.date.accessioned	2024-10-08T08:16:45Z
dc.date.available	2024-10-08T08:16:45Z
dc.date.issued	2006
dc.description.abstract	The purpose of this study was to investigate problem solving in the field of calculus. The study investigated the metacognitive thinking strategies employed by lecturers that were considered as subject matter specialist. The study developed and operationalized a metacognitive thinking strategies model. This model was then tested for its reliability and its predictive nature towards problem solving skills in nonroutine calculus problems. A questionnaire was then administered among 480 first year undergraduate students who were selected randomly. The rate of return was about 90%. Using principal component analysis (PCA) the study successfully identified seven underlying dimensions of metacognitive thinking strategies. They are Self-efficacy, Define, Explore, Accommodate, Strategize, Execute and Verify. Finally, the researcher applied multiple regression analysis to evaluate the predictive ability of the identified predictor and the performance on routine and non-routine calculus problems. The study found that problem solving skills is acquired through practice and utilization of thinking strategies which is the corner stone on which advance mathematical ideas and particularly calculus are build on. This study revealed that there are six meaningfully predictive factors of calculus problem solving performance. It found that “strategize” is the major predictive of calculus problem solving performance, followed by “accommodate, self-efficacy, define, explore and then execute”. Further analysis revealed that Strategies, Accommodate and Self- Efficacy were considered most significant with substantial practical importance. With these findings, educators will be able to clinically evaluate a person's ability to regulate, monitor and control his or her own cognitive processes. Instructional strategies can then be developed for those individuals having difficulty functioning in the learning environment.	en_US
dc.description.callnumber	t LB1027.42P797A 2006	en_US
dc.description.degreelevel	Doctoral
dc.description.identifier	Thesis: Achievement in problem solving and metacognitive thinking strategies among undergraduate calculus students / Logendra Stanley Ponniah	en_US
dc.description.identity	t00001059297LOGENDRASTANLEYPONNIAHLB1027.42P797A2006	en_US
dc.description.kulliyah	Kulliyyah of Education	en_US
dc.description.notes	Thesis (Ph.D.) -- International Islamic University Malaysia, 2006	en_US
dc.description.physicaldescription	xiv, 171 leaves : ill. ; 30 cm.	en_US
dc.description.programme	Doctor of Philosophy in Education	en_US
dc.identifier.uri	https://studentrepo.iium.edu.my/handle/123456789/9953
dc.identifier.url	https://lib.iium.edu.my/mom/services/mom/document/getFile/e6T7hcvhcaSVwyl3TV1SzyOG2zKP1CMc20070227094849593
dc.language.iso	en	en_US
dc.publisher	Gombak, Selangor : Institute of Education, International Islamic University Malaysia, 2006	en_US
dc.rights	Copyright International Islamic University Malaysia
dc.subject.lcsh	Problem-solving -- Study and teaching (Higher)	en_US
dc.subject.lcsh	Metacognition	en_US
dc.subject.lcsh	Calculus -- Study and teaching (higher)	en_US
dc.subject.lcsh	Problem-based learning	en_US
dc.title	Achievement in problem solving and metacognitive thinking strategies among undergraduate calculus students	en_US
dc.type	Doctoral Thesis	en_US
dspace.entity.type	Publication