This article is devoted to an empirical study of metacognitive decision-making strategies and their relationship with students’ academic performance. The aim of the study is to monitor the impact of metacognitive strategies in subject-specific mathematics training on increasing students’ metacognitive engagement in educational activities. To achieve this goal, an intervention program based on metacognitive strategies was developed for first-year students studying linear algebra and analytic geometry. Two approaches were used: strategy training and a supportive social environment. Students from Saratov National Research State University and Omsk State Technical University participated in the experiment. Statistical processing of the obtained data was performed using the Python programming language. Descriptive statistics were used, and sample comparisons were carried out using the Mann-Whitney U-test. The empirical results showed that the integration of metacognitive strategies transforms the study of linear algebra and analytic geometry from passive information acquisition into an active, conscious dialogue with one’s own thinking. This isn’t simply developing the ability to “solve more problems,” but to connect new knowledge with existing ones and “solve problems with constant self-reflection.” The experiment proved quite successful in expanding knowledge about cognition, which includes three distinct but interrelated characteristics of knowledge (declarative, procedural, and conditional knowledge). Furthermore, it was found that the developed metacognitive skills help students with low abilities compensate for their deficiencies in solving mathematical problems, develop emotional intelligence, and a desire for personal growth.
Bukusheva et al. (Thu,) studied this question.
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