The effectiveness of meta cognitive strategies on creativity and academic achievement in mathematics among seventh grade male students in Gachsaran city

Document Type : Original Article

Authors

1 Department of Educational Sciences, Farhangian University, P.O. Box 889-14665, Tehran, Iran.

2 Mathematics Secretary of Education, Gachsaran County

3 Secretary of Education of Gachsaran County

10.48310/rme.2026.21888.1140

Abstract

Abstract
The purpose of the present study was to investigate the effectiveness of metacognitive-based education on creativity and academic achievement in mathematics for sixth-grade male elementary school students in Gachsaran. In terms of nature and objectives, this study was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population of the study consisted of all sixth-grade male elementary school students in Gachsaran in the academic year 1402-1403, with an approximate number of 2660 people. The sample group consisted of 30 male students with lower scores in creativity and mathematics who were selected using a multi-stage cluster sampling method. These individuals were randomly assigned to two experimental groups (15 people) and control groups (15 people). The Torrens Creativity Questionnaire and the Standard Mathematics Test were used to collect data. The analysis of covariance test was used to analyze the data. The findings of the study showed that education based on metacognitive strategies had a positive effect on strengthening creative skills and their dimensions (including fluidity, elaboration, originality, and flexibility). Also, this education had a positive effect on academic achievement in mathematics. In other words, in the experimental group that was trained on metacognitive strategies, creativity skills and their dimensions and academic achievement in mathematics increased.
Keywords: metacognition, creativity, academic achievement in mathematics.

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