Abstract:
This study investigated the metacognitive skills of tenth-grade learners and tested the association between their metacognitive skills and achievement in problem-solving heuristics in mathematics. It employed descriptive and correlational research designs utilizing the metacognitive awareness inventory and achievement test in problem-solving heuristics. The randomly chosen respondents included 580 male and female learners in mainstream classes among 18 public and private secondary schools in Tacloban City, Leyte. Findings revealed that students' level of metacognitive skill in knowledge about cognition is satisfactory while very satisfactory in regulating cognition. Likewise, students generally struggle with certain aspects of problem-solving heuristics, particularly in understanding the problem, locating necessary information, and devising a plan, where their achievements were generally poor or very poor. These difficulties may stem from a fundamental deficiency in problem-solving skills. Meanwhile, students' metacognitive skills in knowledge about cognition and regulation of cognition were significantly related to students' achievement in problem-solving heuristics in mathematics. While students demonstrated varying levels of metacognitive skills, it was evident that the degree of metacognitive proficiency significantly affected their problem-solving achievements. Given the results, it is recommended that educators and policymakers prioritize the development of metacognitive skills as an integral part of mathematics education. To empower teachers in facilitating the growth of students' metacognitive skills and fostering their problem-solving abilities, it is imperative to focus on metacognitive skill development, the seamless integration of problem-solving practices, the implementation of gender-sensitive teaching approaches, and continuous teacher professional development.
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