Abstract

The purpose of this study was to investigate matriculation students’ metacognitive awareness and achievement in mathematical problem solving. The study examined whether there was a correlation between metacognitive awareness and students’ achievement on mathematical problem solving tasks. In addition, the study investigated whether there were differences in metacognitive awareness in mathematical problem solving in relation to gender and discipline of study. The sample consisted of 378 matriculation college students, 123 males and 255 females. The data were analyzed using a t-test, one-way ANOVA and Pearson correlation. The findings showed that there was a significant relationship between metacognitive awareness and students’ achievement in mathematical problem solving. There were no significant differences in metacognitive awareness in mathematical problem solving with respect to gender. Nevertheless, there was a significant difference in the dimension of self-checking between males and females. There were also significant differences in metacognitive awareness depending on discipline of study.