Metacognitive Strategies, Academic Motivation and Attitude as Correlates of Mathematics Performance Among Form Three Students in Laikipia County, Kenya

Abstract

Mathematics is a study discipline which forms a key foundation in today’s technological world. As such good knowledge and ultimate success in mathematics to a large extent determines students’ success in post-secondary science-based courses. Mathematics is one of the three compulsory subjects taught at the secondary level of education in Kenya. However, indispensability of mathematics in the day-to-day life of mankind notwithstanding, many students’ performance in mathematics have been skewed towards poor grades in Kenya especially in Laikipia County. The investigation aimed to ascertain the connection between thinking strategies, learning drive, and viewpoint alongside achievement in math among secondary learners within Laikipia County, Kenya. Flavell's (1979) metacognitive theory, Ryan & Deci's (1985) self-determination theory, and Ajzen's (1993) tripartite model underpinned this research, which utilized a correlational design targeting 9869 Form three students. A sample of 395 students (178 female, 217 male) was selected via purposive, stratified, and simple random sampling. Descriptive and inferential statistics, including Pearson’s correlation, analyzed the data, revealing positive correlations among the variables. No significant gender or school type differences were found. A key recommendation was for educational stakeholders to foster metacognitive strategies, academic drive, and positive attitudes to enhance math performance, specifically emphasizing the development of academic motivation subscales showing positive links to achievement.