Abstract

• The main purpose of this study is to investigate the effectiveness of the metacognitive teaching model for teaching mathematics at the middle school level in Myanmar. In this study, a mix-methods (QUAN qual) design was adopted. Quasi-Experimental design was adopted to collect the quantitative data and case study design was applied to collect the qualitative data. It was started in the first week of November 2021 and ended in the second week of January 2022. The study was geographically restricted to Yangon Region and a total of (258) Grade six students participated. A pretest, a posttest, a metacognitive skills inventory questionnaire, and an observation checklist were used as the research instruments. The pretest and posttest data were analyzed through one-way ANCOVA and it was found that there were significant differences in the mathematics achievement on posttest between the experimental and control groups in all selected schools. Students’ responses to the metacognitive skills inventory questionnaire were analyzed through Wilcoxon Signed Rank Test and the results showed that there were significant differences in metacognitive skills of experimental group students before and after the treatment. Students’ problem solving behaviors were analyzed through the think-aloud protocol analysis method and it was found that almost all students exhibited both cognitive and metacognitive behavior. Additionally, qualitative findings supported the quantitative findings. Therefore, the research findings proved that the proposed metacognitive teaching model has a positive contribution to teaching problem solving at the middle school level in Myanmar.