The aim of this study was to identify the effects of GeoGebra software on students' conceptual and procedural knowledge and the achievement of Form Two students in Mathematics particularly on the topic Function. In addition, this study determined the role of procedural knowledge as a mediator between conceptual knowledge and students' achievement. This study employed a quasi-experiment approach on 345 students divided into two groups. A group with 169 students used the GeoGebra software, while another 176 students used the conventional method to learn Mathematics. The data were collected through conceptual and procedural tests, and from students' achievement in the topic Function of the Mathematic examination. The data were analysed using the SPSS 22.0, AMOS 18.0 and ANATES v4 software. Findings of the study show that students who used GeoGebra to learn Mathematics have higher mathematical conceptual and procedural knowledge compared to those who learnt Mathematics through the conventional methods. Both experiment groups show that procedural knowledge is a significant mediator between conceptual knowledge and students' achievement in Mathematics. In conclution, GeoGebra software is capable of enhancing students' conceptual and procedural knowledge, which at the same time significantly improves students' achievement.

This study examined the validity and reliability of achievement goal instruments to determine the nature of achievement goals for Indonesian students in mathematics education programmes. A total of 538 students participated, selected by using cluster random sampling. A survey design was employed to investigate the factor structure of the achievement goals. Quantitative data were analysed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using SPSS 23 and AMOS 18. EFA revealed similar structures from prior research and the present study. The CFA approach verified the questionnaire of achievement goal was satisfactory for Indonesian students' context. It also confirmed Indonesian students in mathematics education programmes adopt other-avoidance and self-approach goals. This work concludes the achievement goals of Indonesian university students have a six-factor structure. These findings imply the greater importance of validating and confirming the structure of pupils' achievement goals relative to translating a construct into a different language.

This study investigates the relationship between metacognition and achievement goals which may influence mathematical modeling competency in students of mathematics education programs. The current study employs 538 students of mathematics education program; 483 (89.8%) of whom are male and 55 (10.2%) are aged from 18 years old to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship amongst mathematical modeling competencies, achievement goals and metacognition. Results indicate that achievement goals and metacognition positively influence mathematical modeling competency. Moreover, four metacognition dimensions including awareness, planning, cognitive strategy and self-checking are positive partial mediators because they increase the association between achievement goals and mathematical modeling competency. In conclusion, metacognition and achievement goals positively affect students’ mathematical modeling competency.

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Guided by a model promoted by Biccard and Wessels (2011) and empirical evidence, this work aims to examine a model that includes meta-cognitive behaviour and mathematical modelling competency with the indirect effects of two performance goal sub-constructs, namely, other-approach and other-avoidance goals. The study investigates the correlation between meta-cognitive behaviour and performance goals that may affect mathematical modelling competency. A total of 538 mathematics education programme students (89.8% female and 10.2% male) in Indonesia are considered. A correlational study is performed to examine the level of the link amongst mathematical modelling competency, performance goals and meta-cognitive behaviour. Results show that metacognitive behaviour positively affects mathematical modelling competency, but no significant direct relationship is observed between performance goals and mathematical modelling competency. Furthermore, other-approach and other-avoidance goals are significant mediators between meta-cognitive behaviour and mathematical modelling competency. We conclude that meta-cognitive behaviour positively influences the mathematical modelling competency of students, which is unaffected by other-approach and other-avoidance goals.