Mediating Role of Metacognitive Awareness Between Self-Efficacy and Mathematics Reasoning Among Education Undergraduate Students During Pandemic

Abstract

This research aimed to examine the contribution of metacognitive awareness as a moderator in the relationship between self-efficacy and mathematical reasoning among education undergraduates during the Covid-19 Pandemic. The analysis included 184 undergraduate students in one public university around Klang Valley, Malaysia. The researcher distributes mathematics reasoning assessment, metacognitive awareness, and self-efficacy questionnaires to collect research data. Statistical Package for the Social Sciences version 25 analyzes the mediating influence of metacognitive awareness in the correlation between self-efficacy and mathematics reasoning. The findings revealed that undergraduate mathematics and science education students had better mathematical reasoning abilities than undergraduates of nonmathematics and science education. However, the result indicated that mathematics and science education undergraduate students have high metacognitive awareness and utilize more strategies in mathematics reasoning assessment. This research suggested that further analysis can measure other populations, such as secondary school students’ metacognitive awareness and self-efficacy in mathematics reasoning.