Projecting Learning Styles and Metacognitive Awareness as Predictors of Problem-Solving Abilities in Mathematics Among Elementary Pre-Service Teachers
DOI:
https://doi.org/10.33423/jhetp.v24i12.7462Keywords:
higher education, mathematical achievement, learning styles, problem-solving skills, metacognitive awareness, mathematics educationAbstract
This study examined the influence of learning styles and metacognitive awareness on mathematics problem-solving skills among elementary pre-service teachers. Using total enumeration sampling procedure, this study included 290 respondents. Questionnaires on Problem-solving abilities and metacognitive skills were utilized as research instruments. Anchored on Learning Styles Theoretical Model (Kolb, 1984), Mathematics Problem-Solving Knowledge for Teaching framework (MPSKT) popularized by Chapman (2015), and the General Theory of In-the-Moment Decision Making (Schoenfeld, 2010; 2013), descriptive analysis was used in determining the perceived learning styles and problem-solving abilities through JAMOVI to descriptively define means and standard deviation associated with variables being examined. A multiple linear regression analysis was performed to determine whether learning styles and metacognitive awareness could predict respondents’ problem-solving abilities. Findings showed that learning styles and metacognitive awareness are positive predictors of problem-solving abilities in mathematics. Furthermore, the study provides teacher education students with learning insights for developing better learning strategies.
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