Cognitive Awareness and Mathematics Achievement: The Mediating Role of Mathematics Perception

Abstract

The study sought to examine the mediating role of mathematics perception on the relationship between cognitive awareness and mathematics at Jachie Pramso Senior High School. The study was purely quantitative method, which uses a descriptive research design. The study adopted convenience sampling, stratified sampling, and simple random sampling techniques to select a sample of three hundred and fifty-three (353) students from SHS1, SHS2, and SHS3 students at Jachie Pramso Senior High School. The researchers used a structured questionnaire as a research instrument for data collection from the target respondents. SPSS (version 23) and AMOS (version 23) were the statistical tools used for the data analysis. Structural Equation Modeling (SEM) was run in AMOS (version 23) to answer the research question. The findings of the study revealed that cognitive awareness significantly influenced students’ mathematics perception. In addition, mathematics perception had a direct and positive effect on mathematics achievement. Furthermore, mathematics perception partially mediates the relationship between cognitive awareness and mathematics achievement. The study recommends that teachers should encourage students to reflect on their problem-solving processes, which can be facilitated through activities that require students to explain their reasoning, discuss different problem-solving strategies, and reflect on the effectiveness of the strategies used.