THE EFFECT OF METACOGNITIVE STRATEGIES ON SPATIAL VISUALIZATION PERFORMANCE IN GEOMETRY
Abstract
Visualization is pivotal in geometric cognition, comprising three levels ranging from plane-level visualization to spatial visualization. It is at the spatial visualization level that learners demonstrate the capability to accurately translate two-dimensional images into three-dimensional objects and understand the relationships between the two dimensions. This study investigates the effect of metacognitive instruction on spatial visualization performance (SVP) among senior high school students. Through a post-test only control and experimental group design, three spatial visualization strategies (cognitive modeling, self-questioning, and reciprocal teaching) were assigned to three groups of students, while no instructions were given to a control group; all groups comprised 88 students. The findings challenge traditional stereotypes about gender differences in spatial abilities by revealing no significant performance difference between males and females in terms of enhancing spatial visualization using metacognitive approaches. Furthermore, the study found that the effect of metacognitive strategies in enhancing spatial visualization performance is positive, demonstrating that teaching students to be aware of and regulate their cognitive processes leads to improved performance across all experimental groups. The research also finds no significant differences among the metacognitive instructional strategies, suggesting that the core strategies of metacognition are universally effective. The findings emphasize the need for educational reforms that promote gender equity and the integration of metacognitive instruction into curricula.
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DOI: http://dx.doi.org/10.46827/ejes.v12i10.6226
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