Department of Educational Psychology, Kenyatta University, Kenya
*Corresponding author: vinmag2002@gmail.com (Orcid Id: 0000-0001-9006-8292)
Online published on 11 September, 2025.
The ability for students to perform well in mathematics has been linked to both cognitive and non-cognitive constructs. This study sought to examine how metacognition predict mathematics test performance among high school students in Kenyan public schools. Metacognition has positive effect on students, in mathematics, it helps them continue solving problems by creating new approaches when one approach fails. Using a cross-sectional design, this study employed a sample size of 260 secondary school Kenyan students 140 male (53.85%) and 120 female (46.15%). Data was collected using Mathematics test exercise, Metacognitive Awareness Inventory for students and a Mathematics Test for students. All hypotheses were tested at p < .05 level of significance using regression analysis and ANOVA. The findings showed positive and significant relationship between metacognition and mathematics test performance. Metacognitive strategy use showed a higher predictive value for mathematics test performance than metacognitive awareness. The participation was voluntary and participants’ confidentiality and privacy was protected through out the study. These findings will be significant in informing policy on designing of mathematics instruction method in secondary schools and mathematics teacher training as it contributes to existing knowledge and literature on metacognition and mathematics test performance.
⓿ Metacognition has an effect on students’ test performance.
⓿ There is a positive and significant relationship between metacognition and mathematics test performance.
⓿ Metacognitive strategy has a higher predictive value for mathematics performance than metacognitive awareness.
Metacognition, Mathematics test, Knowledge, Strategies
