Abstract

The objective of this study was to examine the effect of metacognition on mathematical deductive reasoning among secondary school students. Participants of the study were the grade 9 students of a government school in Lahore. The nature of the study was experimental, and a quasi-experimental design with pre-test, post-test, non-equivalent control group was adopted. A valid and reliable mathematical reasoning test was developed. After validation by the experts, the test was piloted on 600 students. There were 37 grade 9 students in the control group and 34 students in the experimental group. Independent samples t-test was applied to assess the effect of metacognition on mathematical deductive reasoning by comparing the mean score of both groups. A significant difference between mean scores of the experimental and control group in post-test was found. Participants of the experimental group got a higher score than the control group participants' score. The findings of the study did not support the null hypothesis. Therefore, it was rejected. It was concluded that metacognition has significant effect on mathematical deductive reasoning. It was recommended for secondary school teachers and students to use metacognitive strategies in the teaching-learning process of mathematics.