Students’ performance on dice task and its various determinant factors from cognition to metacognitive beliefs: A Hungarian–Indonesian comparative study

Abstract

In recent years, researchers have shown an increased interest in the investigation of visualization-based tasks since they require other cognitive skills and metacognitive beliefs. Less is, however, research examines how these factors simultaneously associate with visualization-based tasks across different educational contexts. This cross-sectional study explored performance on the dice task and its various factors, involving 865 participants in grades 5 and 6 from Indonesian and Hungarian schools. 31 tests (Dice task, word comprehension, numeracy skills, spatial) and an 11-item questionnaire (metacognitive beliefs, attitudes, and daily activity) were employed. We performed t-tests and path analyses. The results revealed that Hungarian students’ performance was higher than that of Indonesian students on dice tasks. Metacognitive beliefs and word comprehension roles for dice task performance seem to be more consistent between the two countries. The association between the dice task and other skills was not consistent across the two countries. Some implications are discussed.