摘要：Improving the quality of mathematics education and achievement at both the College level and the Basic schools are dependent on effective teaching and learning strategies. This drives attention towards identifying underlying factors to competent performance which is dependent on the efficiency of teachers and students in the use of metacognitive learning strategies. To this effect, the interest was to determine whether College of Education students adopt metacognitive strategies to tackle problems on Geometric Theorem. To suit the purpose of the research, collective case study design was used to obtain the range of distribution of the variables of interest within the population. The study was conducted using nine Colleges of Education in the Northern Zone of the country. The sample comprising equal numbers of Elective Mathematics students and non-Elective Mathematics students were randomly drawn from two Colleges which were purposefully selected from the nine Colleges. Questionnaire was employed to collect the data which was adapted from a standard tool for measuring the subscales under metacognition. Mean and standard deviation for responses under the metacognition subscales (procedural knowledge, declarative knowledge, information management strategies, debugging strategies, planning, monitoring comprehension and evaluation) of the instrument showed that the respondents were conscious of their metacognitive strategies adopted in solving Geometric Theorem (GT) problems. The results revealed remarkable levels of consciousness in each of the subscales.
