SDCA Asia-Pacific Multidisciplinary Research Journal

Abstract

Metacognition is a critical component of mathematical problem solving. It is the ability to monitor and control our own thoughts, how we approach a problem and how we choose strategies to find a solution; in other words, it is the ability to think about thinking. In this regard, the researchers would like to explore this concept by assessing the Metacognitive Knowledge and Regulation of selected grade 8 students of Rizal High School and the relationship of these strands of metacognition to that of the students’ performance in Mathematics and to know if it can discriminate high and low mathematical performance. A descriptive type of research was employed, specifically, descriptive survey and descriptive analysis. The researchers administered a 5-item basic mathematical word problem solving test consisting of a 7-item self-report inventory through google forms which were analyzed and interpreted using standardized scoring rubrics on each metacognitive domain. It was revealed that there is a significant relationship between the students’ academic performance in Mathematics 8 and the aspects of metacognitive knowledge and planning as brought by the generated intercorrelation data. These findings indicate that enhancing the students’ metacognitive knowledge and system of planning will greatly yield an increment on metacognitive abilities that may contribute to higher mathematics performance. In the Multiple Discriminant Analysis, the Wilk’s Lambda of 0.74 implies high discriminative power in determining low and high performing grade 8 students. Prediction and evaluation were most predictive, hence most powerful in discriminating between low performing and high performing students with canonical discriminant coefficients of 0.46 and 0.63, respectively. Thus, focusing on the enhancement of the aspects of metacognition and the factors affecting it would be of great help to elevate the mathematical performance of students.

Keywords: Metacognition; Metacognitive knowledge; Metacognitive regulation; Academic achievement; Basic mathematics problem solving.

To cite this article:

Baracao, K. M. T., & Baracao, R. J. A. (2022). The metacognitive knowledge and regulation of selected grade 8 students of Rizal High School towards basic mathematics problem solving. SDCA Asia-Pacific Multidisciplinary Research Journal, 4(1), 73-84. doi: 10.5281/zenodo.8023230