The Effectiveness of Metacognitive Mathematics Training on Problem-Solving Performance, Self-Regulated Learning, and Mathematical Self-Efficacy

Salim Safari Mezajin; Zeinab Tadrisi

Authors

Salim Safari Mezajin Department of Mathematics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran https://orcid.org/0009-0003-5454-5022
Zeinab Tadrisi Department of Mathematics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran Author https://orcid.org/0009-0001-1789-1140

Keywords:

Mathematics Education, Metacognitive Training, Problem-Solving Performance, Self-Regulated Learning, Mathematical Self-Efficacy, Secondary-School Students

Abstract

The present study aimed to determine the effectiveness of metacognitive mathematics training on problem-solving performance, self-regulated learning, and mathematical self-efficacy among secondary-school students in Tehran. This study employed a quasi-experimental pretest-posttest control-group design with a two-month follow-up. The statistical population consisted of secondary-school students in Tehran during the 2025–2026 academic year. A total of 30 eligible students were selected through purposive sampling and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group participated in eight 90-minute sessions of metacognitive mathematics training conducted twice weekly, while the control group continued receiving regular mathematics instruction. Data were collected using a researcher-developed Mathematical Problem-Solving Performance Test, a self-regulated learning measure, and a Mathematics Self-Efficacy Scale. Data were analyzed using mixed-design repeated-measures analysis of variance and Bonferroni-adjusted post-hoc comparisons in SPSS. Mixed repeated-measures analysis showed significant time-by-group interaction effects for problem-solving performance, F(2, 56) = 54.91, p < .001, partial η² = .662; self-regulated learning, F(2, 56) = 78.46, p < .001, partial η² = .737; and mathematical self-efficacy, F(2, 56) = 65.72, p < .001, partial η² = .701. Bonferroni comparisons indicated significant improvements from pretest to posttest and from pretest to follow-up in all three outcomes (all p < .001), whereas the differences between posttest and follow-up were not statistically significant for problem-solving performance (p = .451), self-regulated learning (p = .281), or mathematical self-efficacy (p = .274). Metacognitive mathematics training was effective in improving students’ mathematical problem-solving performance, self-regulated learning, and mathematical self-efficacy, and these gains were maintained at the two-month follow-up. The findings support the integration of explicit planning, monitoring, self-questioning, error correction, and evaluation strategies into mathematics instruction to strengthen both academic performance and students’ regulatory and motivational competencies.

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