Metacognitive Regulation in Probability and Statistics Problem-Solving: A Phenomenological Study of Distance Mathematics Education Students

Abstract

This study investigated how Ghanaian distance education students use metacognitive strategies in solving probability and statistics problems. Using a phenomenological qualitative design, 11 first-year Bachelor of Science in Mathematics Education students from three public universities were purposively selected across modular, online, and blended learning modes. Semi-structured online interviews captured experiences of planning, monitoring, and evaluating during problem-solving. Findings showed that students engaged in metacognitive regulation, though unevenly. Planning was dominant, especially in interpreting problems and recalling prior knowledge. Monitoring was selective, influenced by confidence and cognitive load, while evaluation involved checking plausibility and relevance of solutions. Learning modality shaped engagement: modular learning encouraged careful planning, online learning heightened self-checking, and blended learning supported balanced regulation through feedback. Structural and emotional constraints, including limited feedback, connectivity issues, and anxiety, reduced effective engagement. The study proposes a contextualised model linking learning modality and structural factors to self-regulated learning theory.