Sri Lankan Adaptation of Metacognitive Awareness Inventory for Mathematics Teachers: A Validity and Reliability Study

Source abstract

This study aimed to adapt and validate the Metacognitive Awareness Inventory for Teachers (MAIT) for use with mathematics teachers in the Sri Lankan context. Recognising the absence of a culturally relevant and psychometrically sound instrument to measure teacher metacognition in Sri Lanka, the researchers translated, modified, and tested the MAIT to produce the Metacognitive Awareness Inventory for Mathematics Teachers (MAIMT). A sample of 61 Grade 8 mathematics teachers from the Matale District in the Central Province of Sri Lanka participated in the study. The three-phase adaptation process involved Sinhala translation and back-translation to ensure linguistic and conceptual accuracy, followed by pilot testing and confirmatory factor analysis (CFA) to validate the factor structure. The final 20-item inventory reflected two key constructs: Metacognitive Knowledge (declarative, procedural, and conditional knowledge) and Metacognitive Regulation (planning, monitoring, and evaluating). Statistical analyses demonstrated acceptable internal consistency (Cronbach’s α = .85) and satisfactory model fit (CFI = .99, TLI = .99, RMSEA = .02 for MKQ; CFI = .90, TLI = .90, RMSEA = .08 for MRQ). The findings confirm the reliability and validity of the MAIMT for measuring mathematics teachers’ metacognitive awareness in Sri Lanka. The inventory holds potential as a diagnostic tool to enhance teacher self-reflection and professional development. Future research is recommended to further validate the instrument across broader educational settings and diverse teacher populations.