A Convergent Parallel Study on the Level of Students' Mathematics Metacognition

This research sought to examine the extent of mathematics metacognition of first-year and second-year students, learn how they experience regulation of thought in solving mathematics problems, and recommend an intervention program based on the combined quantitative and qualitative results. A convergent parallel mixed methods design was used, integrating survey questionnaires to measure metacognitive knowledge, experience, and monitoring, as well as phenomenological strategies via in-depth interviews and focus group discussions to capture the real experiences of the students. Quantitative results reported a very generalized level of mathematics metacognition (mean = 4.28), proving that students think mathematically while reflecting, monitoring, and controlling. Qualitative results supported this finding, showing that learners apply formal techniques such as Polya's approach and group learning practices—peer discussion and web resources—to ease understanding and accuracy. It can be assumed that despite having good metacognitive knowledge in mathematics, students still encounter significant challenges, particularly in maintaining confidence during complex problem-solving situations, managing their dependence on external aids such as peers or web tools, and relying more on memory than logical reasoning. These results highlight the call for carefully designed interventions that promote autonomous thinking, build conceptual knowledge, and improve students' self-regulation and monitoring of their learning to achieve ultimate math attainment.