The Interrelationships between Metacognition and Modeling Competency: The Moderating Role of the Academic Year

Several concerted movements toward mathematical modeling have been seen in the last decade, reflecting the growing global relationship between the role of mathematics in the context of modern science, technology and real life. The literature has mainly covered the theoretical basis of research quest...

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Autores principales:	Riyan Hidayat*, Sharifah Norul Akmar Syed Zamri, Hutkemri Zulnaidi, Mohd Faizal Nizam Lee Abdullah, Mazlini Adnan
Formato:	article
Lenguaje:	EN
Publicado:	RU Publications 2021
Materias:	academic year levels confirmatory factor analysis mathematical modeling metacognition structural equation modelling. Education L
Acceso en línea:	https://doaj.org/article/0eab34d5b0c141e2ae122dbfb92b4e47
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spelling	oai:doaj.org-article:0eab34d5b0c141e2ae122dbfb92b4e472021-11-11T08:19:08ZThe Interrelationships between Metacognition and Modeling Competency: The Moderating Role of the Academic Year2165-871410.12973/eu-jer.10.4.1853https://doaj.org/article/0eab34d5b0c141e2ae122dbfb92b4e472021-10-01T00:00:00Z https://eu-jer.com/EU-JER_10_4_1853.pdf https://doaj.org/toc/2165-8714Several concerted movements toward mathematical modeling have been seen in the last decade, reflecting the growing global relationship between the role of mathematics in the context of modern science, technology and real life. The literature has mainly covered the theoretical basis of research questions in mathematical modeling and the use of effective research methods in the studies. Driven by the Realistic Mathematics Education (RME) theory and empirical evidence on metacognition and modeling competency, this research aimed at exploring the interrelationships between metacognition and mathematical modeling and academic year level as a moderator via the SEM approach. This study involved 538 students as participants. From this sample, 133 students (24.7%) were from the first academic year, 223 (41.4%) were from the second and 182 (33.8%) were from the third. A correlational research design was employed to answer the research question. Cluster random sampling was used to gather the sample. We employed structural equation modeling (SEM) to test the hypothesized moderation employing IBM SPSS Amos version 18. Our findings confirmed the direct correlation between metacognition and mathematical modeling was statistically significant. Academic year level as a partial moderator significantly moderates the interrelationships between the metacognitive strategies and mathematical modeling competency. The effect of metacognition on mathematical modeling competency was more pronounced in the year two group compared to the year one and three groups.Riyan Hidayat*Sharifah Norul Akmar Syed ZamriHutkemri ZulnaidiMohd Faizal Nizam Lee AbdullahMazlini AdnanRU Publicationsarticleacademic year levels confirmatory factor analysis mathematical modeling metacognition structural equation modelling.EducationLENEuropean Journal of Educational Research , Vol 10, Iss 4, Pp 1853-1866 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic year levels confirmatory factor analysis mathematical modeling metacognition structural equation modelling. Education L
spellingShingle	academic year levels confirmatory factor analysis mathematical modeling metacognition structural equation modelling. Education L Riyan Hidayat* Sharifah Norul Akmar Syed Zamri Hutkemri Zulnaidi Mohd Faizal Nizam Lee Abdullah Mazlini Adnan The Interrelationships between Metacognition and Modeling Competency: The Moderating Role of the Academic Year
description	Several concerted movements toward mathematical modeling have been seen in the last decade, reflecting the growing global relationship between the role of mathematics in the context of modern science, technology and real life. The literature has mainly covered the theoretical basis of research questions in mathematical modeling and the use of effective research methods in the studies. Driven by the Realistic Mathematics Education (RME) theory and empirical evidence on metacognition and modeling competency, this research aimed at exploring the interrelationships between metacognition and mathematical modeling and academic year level as a moderator via the SEM approach. This study involved 538 students as participants. From this sample, 133 students (24.7%) were from the first academic year, 223 (41.4%) were from the second and 182 (33.8%) were from the third. A correlational research design was employed to answer the research question. Cluster random sampling was used to gather the sample. We employed structural equation modeling (SEM) to test the hypothesized moderation employing IBM SPSS Amos version 18. Our findings confirmed the direct correlation between metacognition and mathematical modeling was statistically significant. Academic year level as a partial moderator significantly moderates the interrelationships between the metacognitive strategies and mathematical modeling competency. The effect of metacognition on mathematical modeling competency was more pronounced in the year two group compared to the year one and three groups.
format	article
author	Riyan Hidayat* Sharifah Norul Akmar Syed Zamri Hutkemri Zulnaidi Mohd Faizal Nizam Lee Abdullah Mazlini Adnan
author_facet	Riyan Hidayat* Sharifah Norul Akmar Syed Zamri Hutkemri Zulnaidi Mohd Faizal Nizam Lee Abdullah Mazlini Adnan
author_sort	Riyan Hidayat*
title	The Interrelationships between Metacognition and Modeling Competency: The Moderating Role of the Academic Year
title_short	The Interrelationships between Metacognition and Modeling Competency: The Moderating Role of the Academic Year
title_full	The Interrelationships between Metacognition and Modeling Competency: The Moderating Role of the Academic Year
title_fullStr	The Interrelationships between Metacognition and Modeling Competency: The Moderating Role of the Academic Year
title_full_unstemmed	The Interrelationships between Metacognition and Modeling Competency: The Moderating Role of the Academic Year
title_sort	interrelationships between metacognition and modeling competency: the moderating role of the academic year
publisher	RU Publications
publishDate	2021
url	https://doaj.org/article/0eab34d5b0c141e2ae122dbfb92b4e47
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The Interrelationships between Metacognition and Modeling Competency: The Moderating Role of the Academic Year

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