Indian Journal of Science and Technology

Abstract

Objectives: To investigate the effect of metacognitive teaching method on student’s conceptual and procedural problem solving ability in engineering mathematics. Method: Population of this study was 53 engineering students that they were select engineering mathematics in first semester of 2018 in Kurdistan. The population of this study as two groups were randomly selected and divided as control group that received traditional (discourse) teaching method and the experimental group had their lessons based on metacognitive approach. The data were analyzed via T-test and LSD. Finding: The results showed, first, metacognitive teaching is more effective than traditional method in teaching engineering mathematics; second, there was significant difference between ability of solving conceptual problems of two groups, but there was no difference on procedural problems. Implementation: Research indicates that using psychological skills in teaching plays an essential part in the learner’s ability to solve problems; however this is not the case with engineering sciences, where little emphasis is given to psychological factors in learning. The present study will open up new horizons to the researchers in this field of study. The results of this study suggest to teachers that allocate special place to methods teachings that created based on constructivism philosophy. Also teachers should try to create active learning environmental until students can enjoy learning mathematics.

Keywords: Conceptual and Procedural, Engineering, Metacognitive Teaching, Problem Solving