Metacognition: Predictors of Mathematics Performance Among Students of the Kapayapaan Integrated School, SY 2018-2019

Abstract

INTRODUCTION

To address the deterioration of the academic performance of students especially in mathematics, teachers as a facilitator of learning should take a step forward and educate students to become an independent learner. The present study aims to investigate the relationship between metacognition and mathematics performance. This also aims to determine the predictors of mathematics performance based on the eight domains of metacognition.

METHODS

The present study is a descriptive-correlational design used to correlate two variables. This study was conducted to 235 Senior High School Grade 11 students taking up ABM, HUMSS and STEM strand at Kapayapaan Integrated School. Metacognitive Awareness Inventory (Schraw and Dennison, 1994) was employed to determine students' awareness of metacognition. The 50-item multiple choice type test was also employed to determine students' performance in mathematics.

RESULTS

Results showed that there is a significant difference between students' performance in mathematics. On the other hand, the level of metacognitive awareness of the respondents was also significantly different based on their strand. Moreover, findings showed that there is a significant correlation between metacognition and mathematics performance. But, based on the two components of metacognition, just knowledge of cognition was correlated to the mathematics performance. Among the eight domains of metacognition; only declarative, procedural, conditional, IMS and debugging strategy were correlated to the mathematics performance. Only conditional knowledge could predict the mathematics performance of the respondents.

DISCUSSIONS

The metacognitive domains have a significant correlation to the mathematics performance among Grade 11 SHS students of Kapayapaan Integrated School taking-up ABM, HUMSS, and STEM strand. This implies that students' performance in mathematics depends on how students effectively used their cognitive knowledge. They are more aware of their ideas and thoughts, about their knowledge and beliefs in solving a mathematical problem. However, conditional knowledge could only predict the mathematics performance of the respondents. This simply shows that students use different learning strategies as well as their intellectual strength to be an effective problem solver. Hence, metacognition plays a very important role for students to become a successful problemsolver.