Problem-Solving and Students’ Use of Metacognitive Skills

Oct 15, 2026

This study examines how high school students apply cognitive and metacognitive skills during geometry problem solving. A mixed-methods descriptive sequential design is used, with data collected in the 2019–2020 academic year from secondary education institutions in Adana, Türkiye. The quantitative component includes 313 students (149 girls, 164 boys; age 15), and the qualitative component includes 18 students via extreme case sampling. Measures include a metacognitive skills scale, a geometry problem test, think-aloud protocols, and observations; descriptive statistics and content analysis are applied.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

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Abstract

Introduction

Metacognition and cognition concepts

Theoretical Framework

Types of Cognition

Problem-Solving and Students’ Use of Metacognitive Skills Ayten Pınar BAL 1 Çukurova University Ahmet DOĞANAY2 Çukurova University Abstract We examined how high school students use their cognitive and metacognitive skills in the geometry problem-solving process. This research employed a mixed-methods descriptive sequential design. Data were collected in the 2019–2020 academic year at secondary education institutions in the central districts of Adana, Türkiye. Using stratified sampling, 313 students participated in the quantitative component, of 313 students 149 are girls and 164 were boys and they were all 15 years olds. Then, using extreme case sampling, 18 students were selected as participant of the qualitative component. Fourteen of them were boys and four were girls. Measures included the metacognitive skills scale, geometry problem test, thinking-aloud protocol, and an observation form. Descriptive statistics and content analysis were applied for data analysis. Results showed that students with high metacognitive skills used metacognitive skills more when solving geometry problems than students with low metacognitive skills. As the implication of the result it is suggested that attention should be paid to the development of students' metacognitive skills in schools. In this context, it would be beneficial to train teachers to develop metacognitive skills. In addition, there is a need to investigate the effect of metacognitive skills on learning in different learning areas. Keywords: Metacognitive Skills; Problem-Solving; Geometry Problem; Secondary Education DOI: 10.29329/epasr.2022.478.7 Submitted: 27 May 2022 Accepted: 17 October 2022 Published: 05 December 2022 1 Assoc. Prof. Dr., Çukurova University, Adana, Türkiye, ORCID: 0000-0003-1695-9876 [Correspondence: apinalbal@gmail.com](Correspondence: apinalbal@gmail.com) 2 Prof. Dr., Çukurova University, Adana, Türkiye, ORCID: 0000-0002-8482-225X Email: [ahmetdoganay01@gmail.com](ahmetdoganay01@gmail.com) Introduction Developments in the field of cognitive psychology in recent years have brought the concepts of cognition and metacognition to the forefront among learners. Especially in the process of solving mathematical problems, where cognitive processes are vital, many studies on student behaviour and the importance of metacognition stand out (Desoete and De Craene, 2019; Depaepe, De Corte, and Verschaffen, 2010; Verschaffel, Depaepe, and Mevarech, 2019; Young and Worell, 2018) . In general, cognition refers to mental processes such as thinking, learning, and remembering. Metacognition includes self-regulation strategies such as awareness and self-assessment on the information learned. The concept of metacognition, first introduced by Flavell in the 1970s, is the awareness of one’s own thinking processes. It is also emphasised as the ability to organise and evaluate these processes (Brown, 1987; Flavell, 1979; Scott and Levy, 2013) . According to Rickey and Stacy (2000), metacognition means thinking about one’s own thinking. According to Hennessey (2003), it means an individual’s inner awareness about his/her learning process. For Garofalo and Lester (1985), it means knowledge and beliefs about cognitive events as well as the ability to regulate and control them. Wilson (2001) defined metacognition as an individual’s awareness of his/her thinking and the ability to evaluate and organise it. While cognitive strategies are processes used by individuals to help them reach specific goals, metacognitive strategies are the processes employed by individuals to monitor and control cognitive strategies to ensure the achievement of said goals (Livingston, 2003) . Hacker (1998) defined metacognition as a person’s knowledge repertoire with cognitive and affective dimensions that are constantly followed. Educators generally define thinking about thinking as the regulation of cognition (Costa and Kallick, 2000; Scott and Levy, 2013) . The concept of meta

FAQs

How does the study investigate students’ metacognitive skills in geometry problem solving?

It uses a mixed-methods descriptive sequential design, collecting quantitative and qualitative data while students solve geometry problems and verbalize thinking through think-aloud protocols and observations.

What evidence does the study provide about students with high vs. low metacognitive skills?

Results indicate that students with higher metacognitive skills use metacognitive skills more effectively during geometry problem solving than students with lower metacognitive skills.

What are the main elements of metacognition described in the theoretical framework?

Metacognition is presented as consisting of cognition knowledge (person, task, strategy) and cognition regulation (planning, monitoring, evaluation).

Oct 15, 2026

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