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Conducted with a one-group pre-test–post-test pre-experimental design, it involved 60 students from a Numerical Analysis course selected by simple random sampling. Results show 90% achieved post-test metacognitive ability above a 60% threshold, with post-test scores rising from 73.54 to 82.14 and a large effect size. Moderate n-gain (0.34) indicates meaningful improvement, supporting instructional adoption in mathematics education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/analysis-of-undergraduate-students-metacognitive-ability-in-mathematical-problem-solving-using-cloud-classroom-blended-learning/591980/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/analysis-of-undergraduate-students-metacognitive-ability-in-mathematical-problem-solving-using-cloud-classroom-blended-learning/591980.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research design and sample were used to study metacognitive ability?","Question",{"text":112,"@type":113},"A one-group pre-test–post-test pre-experimental design was used with 60 undergraduate mathematics students from a Numerical Analysis course, selected using simple random sampling.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What outcomes did the study find for students’ metacognitive ability?",{"text":117,"@type":113},"Most students (90%) exceeded the 60% post-test threshold. 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Prof. Dr., Faculty of Education and Human Development, Sisaket Rajabhat University, Thailand, [anuchit.a@sskru.ac.th](anuchit.a@sskru.ac.th)  \nBenjamas Chimmalee  \nAsst. Prof. Dr., corresponding author, Faculty of Education and Human Development, Sisaket Rajabhat University, Thailand, [benjamas.c@sskru.ac.th](benjamas.c@sskru.ac.th)  \nThe COVID-19 pandemic compelled higher education institutions to adopt an alternative approach to learning. For mathematics education, supporting students through blended learning has become increasingly important as it will ensure students’ learning is sustained in such a situation. This practical change has illuminated how cloud technology can be employed in mathematics education to improve the instruction process. Using a cloud classroom blended learning-instructional framework for integrating educational cloud tools into mathematics teaching, this study analysed students’ metacognitive ability in mathematical problem-solving. A pre-experimental research using a one group pre-test-post-test design was conducted. The sample comprised sixty undergraduate mathematics students enrolled on a Numerical Analysis course. Sample selection was carried out using a simple random sampling technique. Data were analysed using a descriptive analysis, parametric tests, and n-gain. The results revealed that, firstly, the majority of students (90%) achieved a post-test score of metacognitive ability in mathematical problem-solving ‒ this exceeded the 60% threshold. Secondly, students’ post-test score of metacognitive ability in mathematical problem-solving (mean score of 82.14, S.D. = 8.29) increased significantly compared to the pre-test score (mean score of 73.54, S.D. = 8.38) . Further, the effect size was large. Thirdly, there was an enhancement of metacognitive ability in the mathematical problem-solving of students with a mean n-gain of 0.34, which is in the moderate category. Thus, cloud classroom blended learning significantly improved metacognitive ability in mathematical problem-solving among undergraduate students. Educators can apply the results to assess mathematics learning in order to improve the quality of metacognitive ability in mathematical problem-solving.  \nKeywords: blended cloud technology, cloud classroom learning, metacognitive ability, mathematical problem-solving, undergraduate students  \nINTRODUCTION  \nWhen the COVID-19 outbreak affected educational management, the adoption of technologysupported approaches for mathematics instruction in higher education became a prerequisite and obliged instructors to rely on technology-related educational practices as the primary source of learning (Alabdulaziz, 2022; Dziubaniuk et al., 2023). Although the employment of digital technology in mathematics classrooms prior to the pandemic was inconsistent in quality, quantity, and efficacy, some scholars viewed digital technology as an educational necessity (Bower, 2017; Organisation for Economic Co-operation and Development: OECD, 2016; Miguel-Revilla, 2020) . The pandemic compelled most instructors to switch from face-to-face learning to online platforms. This change in  \nCitation: Anupan, A., & Chimmalee, B. (2024) . Analysis of undergraduate students’ metacognitive ability in mathematical problem-solving using cloud classroom blended learning. Anatolian Journal of Education, 9(1), 1-18.  \n[https://doi.org/10.29333/aje.2024.911a](https://doi.org/10.29333/aje.2024.911a)  \n2 Analysis of Undergraduate Students’ Metacognitive Ability …  \npractice provided an opportunity to consider how the technologies used in mathematics education can be used to support student learning (Aituganova et al., 2023; Borba et al., 2016) . Such","cbCaivJf39GD1MkL","https://ap.wps.com/l/cbCaivJf39GD1MkL","pdf",357014,18,"English","# Introduction\n## COVID-19 and technology-supported mathematics instruction\n## Cloud technology and blended learning approach","[{\"question\":\"What research design and sample were used to study metacognitive ability?\",\"answer\":\"A one-group pre-test–post-test pre-experimental design was used with 60 undergraduate mathematics students from a Numerical Analysis course, selected using simple random sampling.\"},{\"question\":\"What outcomes did the study find for students’ metacognitive ability?\",\"answer\":\"Most students (90%) exceeded the 60% post-test threshold. Post-test mean metacognitive ability (82.14, S.D. 8.29) increased significantly from the pre-test mean (73.54, S.D. 8.38), with a large effect size.\"},{\"question\":\"How did the study assess improvement in metacognitive ability?\",\"answer\":\"Improvement was evaluated using n-gain, yielding a mean n-gain of 0.34, which falls in the moderate category.\"}]","Analysis of Undergraduate Students’ Metacognitive Ability in Mathematical Problem-Solving Using Cloud Classroom Blended Learning | PDF",1792073606,45]