This paper attempts to ascertain the interactive effect of constructivist approach to instruction in mathematics and mathematical anxiety of students on their meta-cognitive awareness. For this purpose, an intervention programme based on constructivist strategies of about 33 hours was developed for students of standard eighth spreading over nine weeks. The aim of the research was to ascertain whether constructivist strategies-based instruction facilitates the meta-cognitive awareness of students, and if so, for which level of mathematical anxiety of students. Structured tools were used in study. The participants of the study included 48 and 52 students in the experimental and control groups respectively. Students were found to be significantly influenced by the intervention programme. Thus, it may be said that the intervention programme based on constructivist approach to instruction is found to be effective in enhancing meta-cognitive awareness of students. The effect size of the intervention programme on meta-cognitive awareness of students was found to be 0.465 which is small in magnitude. There was a significant treatment effect of mathematical anxiety but no interaction effect of treatment and mathematical anxiety on students’ meta-cognitive awareness.
Keywords: Constructivist Approach (CA), Meta-Cognitive Awareness (MCAW), Mathematical Anxiety (M.AX)