Effectiveness of Metacognitive Intervention on Achievement in Mathematics among Secondary School Students in relation to Intelligence

Today in the age of information and technology, 21st century smart classroom learners are very active and energetic. They are interested in learning mathematics by nature, but the teachers teach them, leads a big failure in learning outcomes. So there is need to be realized to explore new strategies and skills to improve achievement of mathematics. So the present study aims to find out the effectiveness of metacognitive intervention on learning in mathematics among secondary school students in relation to Intelligence. The research was carried out on a sample of 120 IX standard students of district Sangrur in Punjab. The data was analysised with the help of t-test and analysis of variance. The results revealed that there is a significant positive effect of metacognitive intervention on achievement in mathematics. In the other intelligence also effects the achievement in mathematics, but there is no interactional effect of intelligence and metacognitive intervention on achievement in mathematics.