Improving Teachers' Mathematics Instruction through the Application of Metacognitive Skills

The study examined how secondary school mathematics teachers apply metacognitive skills and strategies in their instructional practices and how this influences the improvement of their pedagogical knowledge. A sample of 45 teachers was randomly selected using the hat draw method. Data was collected via a structured questionnaire focused on teachers’ application of metacognitive skills and strategies, measured on a four-point Likert scale. Experts validated the instrument, and its reliability coefficient (r = 0.81) was established using the Spearman-Brown formula. Data analysis employed descriptive statistics (mean) and Pearson’s Product Moment Correlation to test the null hypothesis, yielding a significant correlation coefficient (r = 0.672). The findings support the recommendation that metacognitive strategies should be systematically integrated into teacher education programs across Nigerian universities, colleges of education, polytechnics, and institutions overseeing basic education to foster continuous professional development.