Exploring Students’ Metacognitive Regulation Skills and Mathematics Achievement in Implementation of 21st Century Learning in Malaysia

Abstract

21st-century learning is integral to the transformation of the curriculum in Malaysia with the transition from School Integrated Curriculum (SIC) to School Standard Curriculum (SSC) introduced around 2014. During this time, the implementation of 21st-century learning was acceptable and very rewarding. However, the impact of implementation on students' skills, abilities, potentials and achievements should be looked at to ensure that the new curriculum is stable and practical to continue. There is a need to discuss the level of metacognitive regulation skills and students’ achievement in line with the introduction and implementation of 21st-century learning in the context of the Malaysian curriculum. Therefore, this research was conducted to examine whether the implementation of 21st-century learning has an impact on metacognitive regulation skills and student achievement. This quantitative survey was conducted by 201 Form 2 students from four secondary schools in Pasir Gudang District, Johor, Malaysia. The results show that the level of students' metacognitive regulation skills and the level of achievement in mathematics is moderate. Correlation analysis also showed there was a significant correlation between metacognitive regulation skills and student achievement. The implications from this research suggest that stakeholders including ministries, curriculum developers, education departments and teachers need to take initiatives to strengthen and improve the reputation of curriculum transformation in line with the 21st-century learning era in producing quality education. Keywords: curriculum transformation, mathematics learning, metacognitive regulation skills, students’ achievement, 21st-century learning.

Development of chemistry learners’ problem-solving skills through hands-on instructional model

“…Also, these are among the learners who participated fully in lessons and they seemed to have understood well the concept underlying the questions. Therefore, their attempt at the questions was not only to work for the answers but also to express the knowledge obtained in the relationship between the concept and the questions [40]. Learners with such capacity demonstrate similar behaviors as the experienced problem-solvers rather than novice problem solvers [17], [18], [36].…”

Effects of Metacognitive Skills on Physics Problem -Solving Skills Among Form Four Secondary School Students

“…Malaysia's approach to education in the twenty first century is still in its infancy and has much room for development (Bakar & Ismail, 2020). For instance, it is highly recommended that teachers create methods, activities, models, or modules of learning based on metacognitive strategies to help support 21st-century learning and meet the needs of the modern educational system.…”

Mathematics Teachers’ Encouragement of Their Students’ Metacognitive Processes

“…Researchers have been interested in metacognitive processes since Flavell [ 1 ], but generally they have been interested in the processes of students (e.g., [ 2 , 3 , 4 ]). Studies have addressed the influence of metacognition on the cognitive aspect of students’ learning (e.g., [ 5 ]), the social aspect of students’ learning (e.g., [ 6 ]), the behavioral aspect of students’ learning [ 7 ], and the affective aspect of students’ learning (e.g., [ 6 ]). Lately, researchers addressed the preparation of prospective teachers in developing their metacognitive processes in problem solving (e.g., [ 8 ]) and in their design of mathematical activities (e.g., [ 9 ]).…”