The Classroom Climate, Students’ Mathematics Achievement, Students’ Knowledge of Cognition and Regulation Cognition: A Mediation Analysis

Abstract

The role of mathematics in development of the branches of science and technology is enormous. The literature reviews revealed among the factors that affect the achievement of students in mathematics subject are classroom climate, students’ knowledge of cognition and regulation cognition. Therefore, this study aims to determine the mediation effect of knowledge of cognition and regulation of cognition on relationship between classroom climate (student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation and equity) and students’ mathematics achievement. This study employed survey method involving a total of 326 form four students from five rural secondary schools located in five Divisions in Sabah via multi-stage cluster sampling. Data were collected using two questionnaires: 1) What is Happening in This Class? (WIHIC) and 2) Metacognitive Awareness Inventory (MAI) as well as mathematics form four achievement test. The data was analysed by using Partial Least Squares-Structural Equation Modelling (PLS-SEM) through Smart PLS version 3.2.8 software. The findings indicated that knowledge of cognition mediates the relationships between classroom climate (investigation, task orientation and equity) and students’ mathematics achievement, while regulation cognition mediates the relationships between classroom climate (student cohesiveness, investigation and equity) and students’ mathematics achievement. Based on these findings, this study recommends that schools should endeavour to create a positive classroom climate focusing to improve student cohesiveness, task orientation, investigation and equity, as well as students’ knowledge of cognition and regulation cognition to increase students’ mathematics achievement. Pedagogical implications and suggestions for further research are discussed.