Exploring factors associated with maths performance in children and adolescents aged 11-18 years

Abstract

Poor maths and numeracy skills are associated with a range of adverse outcomes, including reduced employability and poorer physical and mental health. In the UK, a grade 4 pass in GCSE Maths is a prerequisite to access many training courses and job opportunities. It is currently mandatory for UK students aged 16-18 who have not achieved a pass in GCSE Maths to re-sit the qualification (or equivalent). However, in 2019, over 80% of these students did not attain a pass grade by the age of 18.
The first chapter of this thesis presents a systematic literature review and meta-analysis that investigated the association between metacognition and maths performance in 11-16-year- olds. A systematic search in electronic databases, and of the grey literature, revealed 31 relevant studies. The quantitative synthesis of 82 effect sizes from 29 of these studies indicated a significantly positive correlation (r = .37, 95% CI = [.26, .47]) between metacognition and maths performance. Additional subgroup analyses revealed that the strength of association was stronger when (1) studies measured metacognition using think-aloud protocols and/or behavioural observation (online measures) rather than a self-reported offline questionnaire, judgment of learning score, confidence judgment or calibration score, and (2) the measure of maths performance required complex (versus simple) mathematical skill. However, there was very high unexplained heterogeneity between studies. These findings, alongside the existing literature, indicate the importance of metacognition for maths achievement in adolescents.

The empirical paper explored the outcomes of 12 online successive relearning sessions
ii (versus restudying or teaching as usual) for students aged 16-18 years who were re-sitting GCSE Maths. The impact of this intervention was investigated in relation to (1) maths test performance, (2) state and trait measures of cognitive and affective indices associated with learning, and (3) student qualitative feedback about the sessions. Engagement in intervention sessions was low; 43% of students in the relearn or restudy groups, who completed time 1 measures, completed at least one (/12) session (relearn = 22, restudy = 29). Of these, 36 students also completed state measures for at least two sessions (/3) in one week (relearn = 17, restudy = 19). Including students in the relearn and restudy groups only where they had completed at least one relearn/restudy session, 68 students completed the maths post-test (relearn = 19, restudy = 26, control = 23) and 48 students completed trait questionnaire measures both pre- and post-intervention (relearn = 12, restudy = 24, control = 12). Students who predicted, at T1, that they would achieve a higher score in the T2 maths test completed more relearn sessions, and students who reported more positive attitudes towards maths and higher maths anxiety completed more relearn sessions. Furthermore, students who reported higher academic efficacy were more likely to engage in at least one relearn or restudy session (versus no sessions). Analysis of the impact of intervention revealed that students in the relearn and restudy groups scored higher on the maths test relative to the control group. Furthermore, there was a positive correlation between the number of relearn or restudy sessions completed and test score. Considering only students who completed at least one revision session, the correlation between number of sessions completed and test score was significant in the relearn group but was not significant in the restudy group. Students in both the relearn and restudy groups became more accurate in their predicted test score over time (pre-intervention to post-intervention), whereas those in the control group became less accurate. Within-week analysis of state indices showed a reduction in anxiety and an increase in predicted test score in both relearn and restudy groups, and a significantly higher increase in mastery and attention in the relearn (versus restudy) group. There were no differences between relearn, restudy and control groups in trait questionnaire measures. Student-reported barriers to engagement in sessions included time constraints, difficulty accessing sessions online and low motivation and monitoring and awareness.

Keywords: maths, metacognition, successive relearning, post-16 education, distributed practice, retrieval practice.

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Identifiers

ORCID for Philip Higham: orcid.org/0000-0001-6087-7224

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