The study sought to examine the mediating role of mathematics perception on the relationship between cognitive awareness and mathematics achievement. The study used a purely quantitative method, which used a descriptive research design. The study adopted convenience sampling, stratified sampling, and simple random sampling techniques to select a sample of three hundred and fifty-three (353) students. The researchers used a structured questionnaire as a research instrument for data collection from the target respondents. The findings of the study revealed that cognitive awareness significantly influenced students’ mathematics perception. In addition, mathematics perception had a direct and positive effect on mathematics achievement. Furthermore, mathematics perception partially mediates the relationship between cognitive awareness and mathematics achievement. The study recommends that teachers should encourage students to reflect on their problem-solving processes, which can be facilitated through activities that require students to explain their reasoning, discuss different problem-solving strategies, and reflect on the effectiveness of the strategies used.

Cognitive awareness, Mathematics achievement, Mathematics perception