Interaction Effect Of Metacognition On Achievement In Mathematics Of Secondary School Students With Respect To Gender And Locality
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Abstract
The influence on mathematics achievement are considered as an important aspect of effective learning. The study was conducted on mathematics achievement in relation to metacognitive awareness , gender and locality of residence. The sample consisted of 600 secondary school students both male and female from rural as well as urban school students. Descriptive survey method was used in this study. The data was collected with the help of standardized tools. The findings of the study revealed that there was influence of metacognition on mathematics achievement of students. There was no significant difference in the achievement in mathematics of boys and girls. There was no significant difference in mathematics achievement of rural and urban school students. There was no interaction effect of metacognition and gender on achievement in mathematics among secondary school students and there was no interaction effect of metacognition and locality of residence on achievement in mathematics among secondary school students
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References
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