Abstract

The development of robust mathematical problem-solving and reasoning abilities remains a persistent global challenge, often cited as a critical indicator of higher-order thinking crucial for academic and career success. Conventional instructional methods often fall short in developing the cognitive self-regulation skills necessary for students to navigate complex mathematical concepts. This study addressed this instructional gap by evaluating the effectiveness of a novel Metacognitive Questioning Strategy (M-QBS) compared to conventional instruction in the topic of probability. A true experimental design utilizing a pre-test–post-test control group model was employed. The sample, comprising 79 Grade 9 students from a school in northeastern Thailand, was obtained through cluster random sampling (nExperimental = 40; nControl = 39). The principal results, analyzed using the Wilcoxon Signed-Rank test, indicated that both groups showed a statistically significant improvement in both mathematical problem-solving and reasoning abilities after intervention (p < .05). Crucially, multivariate analysis using Hotelling’s T² revealed that students who learned through the M-QBS strategy significantly outperformed the conventional group in both post-test measures (p < .05). The major conclusion is that integrating metacognitive strategies with stimulated questioning provides a powerful and empirically supported pedagogical framework for cultivating superior mathematical thinking skills, offering a viable and effective alternative to traditional methods.

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