American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2021, 9(6), 330-334
DOI: 10.12691/education-9-6-1
Open AccessArticle

Do Military Students’ Mathematical Self-Efficacy and Metacognitive Awareness Matter on Their Problem Solving Performance?

Joseph B. Ajan Jr1, , Charita A. Luna1 and Dennis B. Roble1

1University of Science and Technology of Southern Philippines, Lapasan Highway, Cagayan de Oro City, Philippines

Pub. Date: June 04, 2021

Cite this paper:
Joseph B. Ajan Jr, Charita A. Luna and Dennis B. Roble. Do Military Students’ Mathematical Self-Efficacy and Metacognitive Awareness Matter on Their Problem Solving Performance?. American Journal of Educational Research. 2021; 9(6):330-334. doi: 10.12691/education-9-6-1


The military of every country is viewed as a problem-solving and decision-making branch of government for safety concerns. To enrich the military students’ problem-solving skills and decision-making ability, they must be trained to become excellent problem solvers. This study focused on determining the military students’ personal attributes like their self-concept in mathematics, mathematical beliefs, and metacognitive awareness in relation to their problem-solving performance. The study was conducted in a military school in the Philippines for second-year cadets during the first term of the academic year 2019-2020. This study used a descriptive correlational research design. The instruments used in this study are the mathematics self-concept, mathematical beliefs, and Metacognitive Awareness Inventory (MAI). A validated teacher-made test with a reliability coefficient of 0.73 was used with a rubric scale to measure students’ problem-solving performance. The correlation and regression analysis was used to analyze the data collected. Results of the analysis revealed that students’ self-concept in mathematics and metacognitive awareness, self-concept and problem-solving performance, and metacognitive awareness and problem-solving performance has a strong positive correlation while students’ mathematical beliefs and metacognitive awareness, as well as the students’ self-concept in mathematics and metacognitive awareness, showed a low positive association. Further analysis also showed that students’ self-concept in mathematics and metacognitive awareness is found to predict military students’ problem-solving performance. Hence, it is recommended that military school professors need to develop students’ self-concept in mathematics and use metacognitive teaching strategies in teaching mathematics to enhance students’ problems solving skills. Further research can be explored for other factors that may affect military students’ problem-solving skills.

self-concept in mathematics mathematical beliefs metacognitive awareness mathematics problem solving performance military school

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