Exploring Metacognitive Skills in Fraction Sense Among Year 6 Pupils in Hulu Langat

Abstract

This study examines the connection between Malaysian sixth-grade primary school students' fraction sense and metacognitive abilities.  Fractions are a fundamental but difficult topic in mathematics education, and since they rely too heavily on procedural knowledge, many students find it difficult to grasp fraction concepts. Effective problem-solving and conceptual understanding require metacognitive abilities including planning, monitoring, and assessing. This study investigates the relationship between fraction sense and metacognitive awareness among Malaysian primary school students, addressing a significant gap in the literature on how self-regulation influences fraction learning. A mixed-methods design was adopted, combining quantitative and qualitative data to provide a holistic perspective. A two-stage cluster random sampling approach was used to select 318 Year 6 pupils in Hulu Langat. Quantitative data were collected using the Metacognitive Awareness Inventory (MAI) and the Fraction Sense Test (FST), while qualitative insights were obtained through semi-structured interviews. Descriptive statistics, ANOVA with LSD post-hoc tests, and correlational and regression analyses were used to examine the connections between metacognitive skills and fraction proficiency. Results showed that students obtained a mean MAI score of 6.84 out of 10, placing most at the strategic level of metacognitive awareness. However, the majority scored in the “Mediocre” or “Low” categories on the FST, indicating limited fraction proficiency. ANOVA findings highlighted that pupil with reflective metacognitive awareness performed significantly better in fraction tasks. Correlational and regression analyses revealed a moderate to strong association between fraction sense and metacognitive components, particularly comprehension monitoring and evaluation. Interviews further demonstrated that pupils with higher metacognitive awareness applied varied strategies, reflected on errors, and showed flexible thinking when solving fraction problems. The study acknowledges limitations, including its focus on a single district and grade level, as well as reliance on self-reported measures. Despite this, the findings emphasize the importance of cultivating metacognitive skills in mathematics education. This research concludes that strengthening metacognitive awareness can substantially enhance fraction sense. The implications are notable for teachers, curriculum developers, and policymakers, suggesting that explicit integration of metacognitive strategies into mathematics instruction could significantly improve learning outcomes at the primary level.