1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

People use math every day to do things like count and measure

things, read timetables, and figure out how much money they spent when

shopping. Many of these skills are taught to students in grade school. A

child needs to learn skills early on if they want to do well in school in the

future. Math is a basic subject that helps people learn how to solve

problems and think critically, which are both important skills in many

areas of life. When people understand math, they can make choices with

more confidence and improve their ability to analyze in general.

Despite the fact that both government and business understand the

value and importance of math. Students may find it hard to see how math

concepts like functions, equations, and geometric shapes apply to their

day-to-day lives. According to Claessens and Engel's (2013) research,

students with low mathematics proficiency are one of the groups whose

eighth-grade outcomes are most significantly predicted by their

kindergarten math skills in pattern identification, measurement, and

 2

advanced number. The significance of these mathematical skills for future

success will either increase or remain constant throughout time. Since

competent problem solvers are typically self-aware, problem-solving

exercises are an excellent technique for thinkers to acquire metacognitive

skills. Problem-solving skills are strengthened by excellent metacognitive

learners. Metacognition is a major element in deciding how successfully a

pupil will solve difficulties (Jacobse and Harskamp, 2012).

In Indonesia, the report of

Program International Student Assessment (PISA) rating fell in

comparison to the 2015 outcomes. Furthermore, Indonesia scored 73 in

the mathematics area, with an average score of 379 (Tohir, 2019).

Several nations have made substantial progress in modernizing their

mathematics courses in order to better meet the needs of students over

time. Students in the Middle East continue to struggle with mathematics,

which has a significant impact on their academic performance (Cabanalan

et al., 2020). These children have difficulty with the tasks that require

them to solve problems, which has a detrimental impact on their academic

achievement (Vakarev, 2015). Students that struggled to use their meta-

cognitive skills produced incorrect answers and struggled to comprehend

the challenge (Guner & Erbay,2021).

 3

In the Philippines, the report of Program International Student

Assessment (PISA) rating shows that Filipino students received an average

of 353 points in Mathematical Literacy, which is much lower than the

OECD average (489 points) and is regarded as below Level 1 proficiency.

As discussed in the PISA 2018 International report (OECD, 2019) among

the Association of Southeast Asian Nations (ASEAN) countries included in

PISA 2018, Filipino students came closest to Indonesian pupils but scored

26 points below (PISA, 2018).

In the Division of Davao City, Galabo (2018) found out that

students' math performance is quite poor based on the 2011 DepEd

Advisory. Davao City is rated extremely low when compared to the

rankings of all the Divisions in Region XI. Along with, it has been noted

that students perform poorly in mathematics, particularly in problem

solving. Many pupils consequently underperformed on their mathematics

tests and quizzes. Metacognition is an important element in

mathematical problem solving skills and in order to effectively solve

mathematical problems, problem solvers must control and monitor their

thinking, which is where metacognition comes into play (Ong, 2019). As a

result, the purpose of this study is to determine the significant relationship

of metacognition and mathematical problem solving skills of grade 6

 4

learners in La Suerte Elementary School, Sulatorio Elementary School,

Marciano Apiag Elementary School and Tibongbong Elementary School.

Given these scenarios in mathematics education, and the different

approaches used by early mathematicians, there is still a great need

therefore to equip our students with the necessary learning tools to

improve and strengthen their mathematical competencies specifically

problem solving. Instruction in the Mathematics classroom with the use of

Meta-Cognition process is an alternative way for students’ achievement in

Mathematics. However, if class period is insufficient, other mode of

instruction and / or intervention can supplement. This is an attempt for

the researcher to determine the level of meta-cognition and mathematical

problem-solving skills of the learners.

Objectives of the Study

This study aimed to determine the level of meta-cognition and

mathematical problem solving skills of Grade 6 learners. Specifically, the

objectives of the study include:

1. Determine the level of metacognition of grade 6 learners in terms

of:

1.1 Planning;
 5

1.2 Monitoring;

1.3 Information Management Strategies;

1.4 Debugging Strategies; and

1.5 Evaluation.

2. Determine the level of mathematical problem solving skills of grade

6 learners.

3. Determine the significant relationship between meta-cognition and

mathematical problem solving skills among grade 6 learner.

Significance of the Study

This study aimed to determine the level of meta-cognition and

mathematical problem solving skills of Grade 6 learners. Thus, this study

will benefit the following: Department of Education (DepEd), Teachers,

Parents, Pupils, the researcher and Future Researchers.

Department of Education (DepEd). The results of the study

can be used by the Department of Education, for them to set strategies

on how pupil can understand the mathematical problem easily.

School Heads. This study would also benefit the school heads for

they will be challenge on thinking of a strategy on how to teach pupil to

solve problem easily.

 6

Teachers. Teachers can benefit from the study because it will help

them change how they teach math, give more focused, help, and

encourage self-regulated learning.

Parents. Parents can benefit by this study because they are the

one who will be going to assess their children at home. In this study, they

will get information that they can apply at home for their child to have a

good performance specially in problem solving.

Learners. The pupil would benefit by this study for them to have

knowledge on what is the effects of metacognition in the mathematical

problem solving skills of the learners.

Future Researchers. This study will help them to generate more

ideas regarding the problem.

Scope and Limitation of the Study

The study focused mainly in determining the level of metacognition

and mathematical problem solving skills of grade 6 learners. This study

was conducted among the Grade 6 learners of selected primary schools of

Matanao II district, namely; La Suerte Elementary School, Sulatorio

Elementary School, Tibongbong Elementary School and Marciano Apiag

Elementary School.
 7

This study was delimited only to grade 6 learners and to the

identified schools of Matanao II district because it has been found out that

this schools have the lowest level of mathematical problem solving skills

among all the primary schools of Matanao II district and the most

inaccessible schools due to distance.

Definition of Terms

For better understanding and comprehension of the concepts

provided in this paper, the terms below are defined conceptually and

operationally:

Debugging Strategies. As used in this study, it is a multi-step

process that involves recognizing a situation, isolating the cause of the

problem, and then deciding if it's necessary to solve the problem or find a

solution to work around it.

Information Management Strategies. As defined, Information

management strategies involves gathering, storing, managing, and

preserving data. It collects, distributes, archives, and disposes of all

information.

Evaluation. As defined, it is a procedure that analyzes a program

critically. It involves accumulating and analyzing data regarding the

 8

activities, characteristics, and outcomes of a program. Its purpose is to

evaluate a program, enhance its effectiveness, and/or inform

programming decisions.

Mathematical Skills. As used in this study, it is viewed as a

distinct domain that includes both verbal (number knowledge, counting,

computation, and reasoning) and nonverbal components (math notation,

reasoning in time and space, and computation).

Metacognition. As defined, it is the ability to use prior information

to organize an approach to a learning task, solve issues, reflect on and

evaluate findings, and adjust an approach as necessary. It is essential to

successful learning because it helps students choose the best cognitive

tool for the job.

Monitoring. As used in this study, is another important indicator

of metacognition in mathematics learning, which involves students' ability

to reflect on their own thinking and evaluate their progress towards

solving a problem.

Problem Solving Skills. As used in this study, it refers to the

process of resolving any kind of issue is known as problem-solving. There

are several steps involved in completing this process. These procedures

start with locating the issue and figuring out what caused it. The next
 9

stage after determining the issue and its origin is to choose and put

possible remedies into practice.

Planning. As defined, the process of thinking about the steps that

need to be taken in order to accomplish a desired objective. It includes

allocating resources and choosing appropriate strategies that impact the

outcome. It is an essential element of metacognition and aids students in

effectively solving mathematical problems.

 10

CHAPTER II

REVIEW OF RELATED LITERATURE

This section deals with the related literature and studies derived

from books, journals, articles, and other reliable references retrieved from

various academic research papers and researches. The utilization of these

shall give a more elaborated meaning and information about the topic

being investigated in this paper discussing the students’ metacognition

and mathematical problem solving skills.

Metacognition

The new method of teaching mathematics shifted the emphasis of

the instructors and teachers towards mathematical reasoning. The fact

that this demonstrated the sinificance of mathematical reasoning in

mathematics teaching. Metacognition is said to be the one component of

human cognition which helps in regulating processes and one’s cognitive

behavior and is very relevant for learning and includes the ability of

students to understand cognitive processes (Gurbin, 2015).

The regulatory process includes meta-cognitive reflection, which

fosters meta-cognitive consciousness. Through planning and monitoring in

 11

particular, meta-cognitive reflection develops the required awareness of

self, task, and strategy for solving mathematical issues., this was

abstracted on the study of Jagals and Van der Walt (2016). In addition, an

observational study has shown that students who got more meta-

cognitive support from their teachers demonstrated greater growth in

their conceptual math comprehension than those who received less or

none. (Zepeda et al., 2019).

There are studies that had broadly discussed the use of Meta-

Cognition strategies to acquire and enhance the student’s meta-cognitive

skills and Mathematical reasoning, Lestari and Jailani (2018) for example,

the study reveals that students who engaged in collaborative learning with

metacognitive techniques (COLAB+META) performed much better than

those who engaged in collaborative learning without metacognitive

strategies (COLAB-META) (COLAB). This study highlighted the advantages

of utilizing metacognitive strategies to improve mathematical reasoning.

In addition, the results revealed that the COLAB+META method benefited

both superior and inferior students. In addition, metacognition includes

the abilities that enable pupils to interpret and monitor their own cognitive

processes. Motivation involves the beliefs and attitudes that influence

the usage and the development of cognitive and metacognitive

 12

abilities. Each of the three components is essential, but not sufficient

for self-regulation and for efficient solving of problem (Stephanou

& Mpiontini, 2017).

Metacognition is the awareness of one's own methods of

thinking as well as the monitoring and control of those ways while doing a

job. It also refers to what people understand about cognition, their

cognitive processes, and how they adapt information processing and

behavior based on this knowledge. Metacognition helps students in using

their knowledge and strategies and get through mathematical difficulties

with the aid of metacognition (Güner & Erbay, 2021). According to

Aljaberi & Gheith (2015) metacognitive is "Thinking about thinking".

Metacognitive also deals with the competence of learning and thinking as

well as problem solving. Moreover, Metacognition is a key factor for

prediction of learning performance in the domain of problem solving

(Jacobse & Harskamp, 2012). A great self-confidence will improve the

ability of one’s to think. Venkatarama & Reddy (2018) stated that self-

confidence is a belief that every individual has the capability to make

things work. At this point, a little bit out of context, we can safely say that

self-confidence is needed if any of you want to learn math, especially by

solving its problems.

 13

Furthermore, this strategy should engage them to stimulate meta-

cognition by encouraging behaviors such critical thinking, reflection,

questioning, inquiry, and self-explanation. In addition, Amin &

Sukestiyarno (2015), asserted that the elements of metacognitive abilities

include Understanding how to reflect, understand the analysis' findings,

and use what has been learn. How important cognitive functions like

memory, learning, and problem-solving are included into the performance

is an issue of metacognitive skills.

According to Amin and Sukestiyarno (2015), metacognitive skills

have the potential to be extremely important in the development of the

learners. In addition, Amin & Sukestiyarno (2015), asserted that

metacognitive skills are also concerned with procedural knowledge

through real rules and the necessity to use more control over learning

activities. Task analysis, planning, monitoring, checking, and recapitulation

is a manifestation of such expertise. Some studies also asserted that,

Students who were able to use metacognitive skills provide accurate

responses to the problem and make use of a variety of solution.

Metacognition, according to definition by Husamah (2015), refers

to higher-order thinking that involves active control over the cognitive

processes that comprise learning. Metacognitive activities include

 14

planning, how to approach a given learning task, monitoring

comprehension, and evaluating progress toward task completion.

Metacognition influences a person's learning process. Although

metacognition is inadequate for predicting future success, it serves as an

intermediary in the learning process. Individuals with higher metacognitive

awareness are better compared to those with low metacognitive

awareness at planning, managing information, monitoring,

debugging strategies, and evaluating (Tosun & Senocak, 2013).

In addition, metacognition contains the following elements:

planning, which refers to the ability to arrange learning activities;

information management strategy, which refers to the capacity to

organize information related to the learning process undertaken;

comprehension monitoring, which refers to the capacity to monitor the

learning process and matters connected to the process, evaluation, which

refers to the capacity to evaluate the learning process and matters related

to the process, debugging strategies is the capacity to debug strategies is

a learning method that is used to correct inappropriate behaviors. and

evaluation, the ability to evaluate the efficacy of its learning strategy,

determining if it might change its approach (Izzati & Mahmudi, 2018).

 15

Planning. Planning is an important part of metacognition and

supports students in solving mathematical problems effectively.

Metacognition provides an important role in the mathematical learning

process. Lai and Law (2018) found that planning is one of the most

important indicators of metacognition in mathematics learning. According

to the study, planning consisted of students selecting an objective for

solving a mathematical problem, selecting the pertinent information and

strategies to employ, and monitoring their progress. According to the

study, metacognitive instruction that emphasizes goal-setting, information

processing, and monitoring can help students improve their planning

abilities.

Another study by Desoete, Roeyers, and Buysse (2016) examined

the relationship between metacognition and mathematics performance in

a sample of students from elementary schools in a separate study. The

study revealed a significant relationship between metacognition, including

planning, and mathematical performance. Students who are more aware

of their own learning processes and who can plan and monitor their

progress more effectively are more likely to attain higher levels of

mathematics performance, according to the findings of this study. The

 16

study's findings highlight the significance of developing metacognitive

skills, including planning, in mathematics learning.

Overall, the studies highlight the importance of planning as an

indicator of metacognition in mathematics learning. Teachers can help

students develop their planning skills by explicitly teaching metacognitive

strategies, including goal setting, information processing, and monitoring,

and by providing opportunities for students to practice and apply these

skills in their mathematical problem-solving.

Monitoring. Monitoring is another significant indicator of

metacognition in mathematics learning. Metacognition refers to the ability

of students to reflect on their own thinking and evaluate their progress

towards finding a solution to a problem. Monitoring measures how well

students are able to do both of these things. It was discovered in a study

carried out by Bobis, Anderson, Martin, Way, and Lombardi (2018) that

there was a favorable correlation between monitoring and mathematical

achievement. According to the findings of the study, monitoring can be

improved through the implementation of metacognitive teaching that

places an emphasis on self-reflection, self-evaluation, and self-regulation.

Another study on the relationship between monitoring and

problem-solving in mathematics was conducted by Verschaffel, Greer, and

 17

De Corte (2016). The study found that monitoring was essential for

students to effectively solve mathematical problems. The study also

suggests that students who are able to monitor their own thinking and

adjust their strategies accordingly are more likely to be successful in

solving mathematical problems. The findings of the study highlight how

important it is for students to be able to monitor their own thinking.

In general, the studies shed light on the significance of monitoring

in terms of its role as an indicator of metacognition in the process of

learning mathematics. The development of students' monitoring abilities

can be assisted by teachers through the explicit instruction of

metacognitive methods such as self-reflection, self-evaluation, and self-

regulation, as well as by the provision of chances for students to practice

and apply these skills in the context of the solving of mathematical

problems.

Evaluation. According to a study conducted by Chen and Wong

(2015), a metacognitive evaluation is a significant predictor of middle

school students' mathematical problem-solving performance. According to

the study's findings, students who were better able to evaluate their own

problem-solving processes and identify errors had stronger problem-

solving skills than those who were less proficient in metacognitive review.
 18

The capacity to analyze one's own problem-solving strategies and

outcomes is one of the most essential aspects of metacognition.

Numerous studies have investigated the correlation between evaluation

and mathematical problem-solving ability.

According to the findings of a study that was carried out by Chen

and Liang (2015), high school students who were taught metacognitive

strategies, such as appraisal, exhibited considerable gains in their ability

to solve mathematical problems. The research came to the conclusion that

instructing students in metacognitive strategies, in particular evaluation,

can be an efficient method for improving students' ability to solve

mathematical problems.

These studies indicate that the ability to evaluate one's own

problem-solving strategies and outcomes is a crucial aspect of

metacognition that is closely associated with mathematical problem-

solving skills. Teaching students to evaluate their own problem-solving

strategies can be an effective method to enhance their problem-solving

and metacognitive abilities.

Information Management Strategies. In the study of Sin and

Tiu (2017) entitled "Metacognitive Strategies in Solving Mathematical

Problems: A Study of Grade 5 Pupils." This study examined fifth-graders'

 19

mathematics problem-solving skills. The research involved 67 fifth-graders

from a Philippine public primary school. The study used multiple methods.

The researchers collected data using questionnaires and interviews. The

findings showed that students organized data, recognized important

information, and visually represented the situation. The study also found a

strong correlation between students' information management practices

and problem-solving skills.

"The Role of Information Management Strategies in Solving

Mathematical Problems: A Study of College Students," by Chen and Liu

(2019), investigated the relationship between information management

strategies and mathematical problem-solving performance in college

students. 325 Taiwanese university students were surveyed using

questionnaires. Mathematical problem-solving assignments were better for

students who organized, identified, and used diagrams. Students'

metacognitive awareness and academic achievement were also strongly

connected with information management practices.

The two studies above demonstrate that information management

tactics improve mathematical problem-solving performance and

metacognitive awareness.
 20

Debugging Strategies. In the context of debugging,

metacognition plays a significant part in the process of identifying

problems and formulating effective strategies for correcting them. A

number of studies have demonstrated that metacognition is an essential

component of efficient bug fixing. For instance, Figueiredo et al., (2016)

discovered that students who were better at tracking their metacognitive

abilities were more successful at identifying and correcting faults in

computer assignments.

Chen, Wang, and Li (2015) investigated the debugging strategies

and abilities of novice programmers in a study. The majority of the 200

computer science undergraduates surveyed had difficulties debugging.

The study found that code review and running the program in a debugger

were the most effective debugging strategies. The researchers also

discovered that experienced programmers were more likely to utilize code

review as their primary diagnostic technique. The study concluded that

teaching debugging strategies and abilities should be an integral

component of computer science instruction.

Nuraini and Setiawan (2018) examined the math literacy effects of

a debugging-based computer software. The study separated 30 high

school students into two groups: an experimental group that learned

 21

debugging procedures and a control group that received regular training.

Math literacy was much greater in the experimental group than the control

group. Debugging tactics may help pupils solve mathematical problems,

according to the study.

In conclusion, debugging methods are essential for programming

and math problem-solving. Teaching debugging methods improves

students' problem-solving skills in these areas. These findings emphasize

the relevance of debugging strategies in computer science and

mathematics education.

Mathematical Problem Solving Skills

The process of learning mathematics is more dominant used critical

thinking ability so necessary to develop the think of ability to solve the

problems faced. George (2017) stated children aged 12-15 years have not

been able to think abstractly so learning process required the presence of

concrete objects so children can construct the knowledge they have

acquired. Also, accordingly to Sukestiyarno and Mariani (2018) learning

mathematics is through analyzing, synthesizing, recognizing and problem

solving, concluding and assessing. On the other hand, explained that

thinking it self-starts by receiving data, processing and then storing it

 22

inside the memory, which later the memory will be used for further

processing. However, in order to solve a problem perfectly, students need

psychological aspect, namely self-confidence.

Based on research conducted by Hassan and Ahmed (2015) it is

said that metacognitive strategies have a high influence in improving

students' academic achievement. This is also supported by another study

which says that with metacognitive strategies students can succeed in

problem solving (Sengul & Katranci 2015). Researches discusses and

defined problem solving skills; Problem solving is the main thing in

learning mathematics. Liljedahl (2016) said that mathematical problem

solving has long been seen as an important aspect of mathematics,

teaching mathematics, and learning mathematics. Problem solving ability

involves high and low-level thinking with problem solving ability, students

can improve their thinking ability, apply procedures, and deepen

conceptual understanding (Siagan, et.al. 2019).

On the other hand, Problems solving is not only the purpose of

learning mathematics but also the main means of learning mathematics.

Saragih and Habeahan (2014) said that problem solving is part of a

standard mathematical process that is very important because in the

learning and completion process students allowed to use ability and

 23

experiences that they must apply in solving non-routine problems. The

same study also stated that, students’ mathematical problem solving

ability can be defined as students’ ability to understand problems, plan

problem solving strategies, carry out selected strategies of resolution, and

re-examine solving these problems to subsequently make solutions in a

systematic and inseparable way with proper representation of the

problem.

Additionally, coming up with solutions to a particular problem is a

cognitive activity that is involved in problem solving. Therefore, students

must improve their mathematical problem-solving skills. It is insufficient to

merely repeat student-known approaches to solving problems. The

problem should be modified in a known way to solve it, subdivided into

various known problems, or reformulated into a known problem for the

students to work on. Problem-solving is at the root of mathematics (Izzati

& Mahmudi, 2018). According to Das, R. and Das, G. (2013) study

annotated that, "Problem solving significantly plays an important role in

mathematics teaching and learning. Trough problem solving students can

enhance reviews their thinking skills, apply procedures, deepen reviews

their conceptual understanding ". Meaning problem solving plays an

important role in learning mathematics. With problem solving, students

 24

can improve their thinking skills, apply procedures, deepen their

conceptual understanding. Liljedahl, (2016) says mathematical problem

solving has long been viewed as an important aspect of mathematics,

mathematics teaching, and mathematics learning. The more people who

want to help solve the problems of others, the more the person's chance

to use high-level thinking when thinking in solving scientific problems

(Gallagher et al. 2012).

Furthermore, Ahghar (2012) explained that one of the

characteristics of independent learners is having the ability to use problem

solving skills. According to Szabo and Andrews (2017) that the problem-

solving task is expected to uncover the mathematical competence needed

to solve it rather than recall the previously solved problem. Because

mathematical problem solving is very important in mathematics learning,

then the ability to solve mathematical problems must be owned by a

student. In mathematical problem-solving process, individuals should

understand and interpret the information contained in the problem, make

a choice regarding the operations they will perform, and decide on the

application (Özkubat & Özmen, 2020). Since the problem solving process

is expressed as a decision-making and implementation process, the

individual who will be engaged in this process must have a belief in

 25

mathematical problem solving. The concept of metacognition has an

important place in the formation of belief in mathematical problem solving

in individuals.

Mathematically, some studies asserted that starting from basic

education, the individual’s gaining problem solving skills will have a

positive effect on his/her academic and social life in the future (Baykul,

2016). Problem solving is a way of thinking that can be taught and used

as a teaching method (Posamentier & Krulik, 2016). In addition, there is a

positive and significant relationship between beliefs and attitudes towards

problem solving and metacognitive awareness (Bekdemir et.al, 2016).

In relation, metacognitive awareness, which is another factor taken

as the basis in problem solving, is explained. Metacognition brought to the

literature by John Flavell can be expressed as the knowledge of cognition

in its widest sense (Cüceloğlu, 2012). The same author also argues that

metacognitive is defined as the individual’s being aware of his/her way of

thinking, strengths and weaknesses while guiding the learning process.

The knowledge an individual has about metacognitive skills refers to the

metacognitive awareness. In other words, metacognitive awareness can

be defined as the act of acquiring and using the metacognitive thinking

skills that an individual will need throughout his/her life (Demirsöz, 2014).
 26

For this reason, students with high metacognitive awareness will be

individuals who have developed other skills such as problem solving

targeted by each education system and have learned how to learn.

Teachers can be a model for students in the development of

metacognitive skills (Öztürk & Serin, 2020).

This is also supported by another study which says that with

metacognitive strategies students can succeed in problem solving (Sengul

& Katranci 2015). In the past several decades, there had been significant

advances in the understanding of the complex processes involved in

mathematical problem–solving skills. Approaches like teaching for

mathematical problem–solving skills, teaching through problem–solving

and teaching about problem–solving have brought about significant

improvements in the mathematical problem–solving skills of students.

However, these improvements have not lifted the rank of the Philippines

in both the National Achievement Test (NAT) and in international

examination, vis-à-vis, the Third International Mathematics and Science

Study (TIMSS) (Torio, 2015).

 27

Conceptual Framework

This section showcases the relationship between variables namely;

Metacognition and Mathematical Problem Solving Skills. The independent

variable is Metacognition with the following indicators: Planning,

Monitoring and Evaluation. Meanwhile, the dependent variable is

Mathematical Problem Solving Skills. As such, Figure 1 below illustrates a

schematic diagram for the correlational relationship of the two variables.

 28

Independent Variable Dependent Variable

Metacognition

 Planning

 Monitoring

 Information Mathematical Problem

Management Solving Skills
Strategies

 Debugging
Strategies

 Evaluation

Figure 1. Conceptual framework showing the relationship

between the independent variable and dependent
variable of the study.
 29

Theoretical Framework

This study is viewed and anchored on the Theory of Mind by

Asington et al (in Schraw & Moshman, 1995) a theory called Theory of

Mind (ToM) discusses mental phenomena including emotion, personality,

and other things. Theory of Mind learned to concentrate while keeping

cognitive factors in mind. Mathematical problem solving requires a vital

component called meta-cognition. Metacognition, or the capacity to think

about thinking, is the capacity to monitor and regulate our own ideas,

how we approach problems, how we select solutions to problems, or

questions we pose to ourselves about problems. Understanding the

problem at hand, choosing an appropriate strategy, carrying it out, and

verifying that the actions done were correct are all steps in the process of

solving a mathematical problem. As a result, meta-cognition is necessary

for solving mathematical problems successfully (Izzati & Mahmudi, 2018).

According to Schraw & Moshman (1995), one of the main

characteristics of metacognition theory is that it allows an individual to

 30

integrate diverse aspects of metacognition in a single framework.

Metacognition theory is built for two reasons: (a) systematize the

metacognitive knowledge, and (b) to understand and to plan the cognitive

activity in a formal framework.

 31

Hypothesis

The hypothesis of the study was tested at the 0.05 level of

significance:

H0: There is no significant relationship between the metacognition

and the mathematical problem solving skills of the Grade 6 learners.

 32

CHAPTER III

METHODOLOGY

This chapter of the research deals with the research methodology of

the study, including the research design, research locale, sampling design

and technique, respondents of the study, research instrument, data

analysis, data gathering procedure, and ethical consideration, and

statistical analysis. It also includes the presentation of the researcher’s

strategy and the sources of data that contains the respondents for further

understanding.

Research Locale

This study was conducted at La Suerte Elementary School,

Sulatorio Elementary School, Tibongbong Elementary School and Marciano

Apiag Elementary School located at Matanao Davao del Sur, Philippines.

Overall, the said school are composed of (32) teachers and with a student

population of 891 officially enrolled students. The municipality where the

four schools located has a land area of 202.40 square kilometers or 78.15
 33

square miles which constitutes 9.35% of Davao del Sur's total area and is

consisting of 33 barangays. Further, the identified schools were

surrounded by rice plants and sugar cane as the means of their source of

living.

Figure 2. Map of the Philippines showing Matanao, Davao del

Sur.

Research Design

In this study, the researcher employed a quantitative research

design specifically descriptive correlational method. Descriptive

correlational research design is the most applicable research design for

this study. Descriptive correlational design is employed in studies that

seek to provide static representations of situations and determine the

 34

relationship between variables (Panda,2022). The aforementioned design

was beneficial in comprehending and addressing the significant

relationship that occurred between metacognition and problem-solving

skills without the researcher influencing or trying to manipulate any of

them. Correlational research is the best method for collecting data from

real-world contexts (Bhandari, 2022).

Sampling Design and Technique

In this study, the complete enumeration technique was utilized,

which means that all of the Grade 6 learners in La Suerte Elementary

School, Sulatorio Elementary School, Tibongbong Elementary School and

Marciano Apiag Elementary School were considered respondents to the

study. This method examines every member of the population to collect

data, as instead of selecting a subset of individuals. The study was able to

obtain an in-depth understanding of the characteristics and behaviors of

the entire population by employing this method of study. Considering the

small size of the population, complete enumeration is a suitable approach

for this study making it practical to examine all individuals. The findings

of this study will be credible and represent the entire population, allowing

reliable recommendations and conclusions to be drawn. To obtain a

 35

desirable amount of sample size to represent the population, the total

population will be obtained by combining the population of the Grade 6

learners in La Suerte Elementary School, Sulatorio Elementary School,

Tibongbong Elementary School and Marciano Apiag Elementary School.

Respondents of the Study

The respondents of the study were the grade 6 learners of La

Suerte Elementary School, Sulatorio Elementary School, Tibongbong

Elementary School and Marciano Apiag Elementary School in the S.Y.

2022-2023. In a desire to give everyone a chance to be included in the

study, complete enumeration procedure will be utilized. The target

respondents for the study were the 83 total population of Grade 6

learners of the said schools. And this study will be conducted in the third

quarter of the academic year. They will be given survey questionnaires to

answer. The researcher was able to explain to them the essence of this

study. Researcher will stay in class while doing the survey to answer

immediately the possible questions that asked.

Research Instrument
 36

This study utilized a modified adopted questionnaire. The first

questionnaire for metacognition is modified from Metacognitive

Awareness Inventory (MAI) of (Schraw & Dennison,1994) with 30 items

while the mathematical problem solving skills with 22 items was adopted

from Teachers and students Mathematical Problem-Solving Beliefs and

Skills with a Focus On PISA Problems (Pekgoz, 2020). A Questionnaire will

be used to collect information from respondents. There are only two parts

of the questionnaire, part I covers the statements regarding

metacognition while the part II consists of descriptive statements

measuring one's mathematical problem solving skills. The researcher will

use Likert scale to measure the level of metacognition and mathematical

problem solving skills. For the Metacognition test and Mathematical

problem solving skills, both will employ the scale of: 5 – Strongly Agree,

4- Agree, 3- Neutral, 2- Disagree, 1- Strongly Disagree.

The scores were interpreted using the range of means and were

provided with descriptive interpretation as shown below.

 37

This study used a five-point Likert scale to determine the level of

Metacognition and mathematical problem solving skills of Grade 6

learners.

Parameter Descriptive Description

Limits Equivalent

4.50-5.00 Very High The items relating to

meta-cognition and
mathematical problem
solving have always
been manifested.

3.50-4.49 High The items relating to

meta-cognition and
mathematical problem
solving have often been
manifested.

2.50-3.49 Moderate The items relating to

meta-cognition and
mathematical problem
solving have sometimes
been manifested.
 38

1.50-2.49 Low The items relating to

meta-cognition and
mathematical problem
solving have seldom
been manifested.

1.00-1.49 Very Low The items relating to

meta-cognition and
mathematical problem
solving have never been
manifested.

Data Gathering Procedure

In conducting the study, the steps to be undertaken in gathering

the data needed for the said study were:

Letter of Permission. A letter of recommendation from the

research adviser was obtained in order to request permission from the

school administrators of the chosen schools to conduct the study.

Ethical Protocols. The approved letter was sent to the school

principals to conduct the study. The adopted questionnaire was modified

and translated.

Conduct of Data Gathering. Upon approval of the conduct of the

study, the researcher personally administered the research questionnaires.

Analysis and Interpretation of Data. The respondents were

assured that their replies would be kept secret. Following the test
 39

administration, all completed questionnaires were promptly retrieved for

statistical analysis, the data will be encoded and tabulated.

Statistical Tools

The data was tallied, and recorded for statistical treatment, analysis

and interpretation. The following tools is use in the analysis of data in this

study.

Mean. This is the average set of data. This was used to determine

the level of metacognition and to measure the mathematical problem

solving skills

Standard Deviation. This was used to measure of how dispersed

the data in relation to the mean in terms of the level of metacognition and

to measure the mathematical problem solving skills

Pearson-r. This was a statistical tool to determine if there is a

significant relationship between the metacognition and the mathematical

problem solving skills of the grade 6 learners.

 40

CHAPTER IV

RESULTS AND DISCUSSION

This chapter analyses and interprets the gathered data throughout

the duration of the research process. The discussions are based on the

specific purpose of this study, which is to determine the level of

metacognition and the mathematical problem solving skills of grade 6

learners.

After tabulating the data gathered, the analysis using SPSS

software was proceeded. The results were discussed and presented here

based on the sequence of the research objectives.

The first objective of this study was to determine the level of

metacognition in terms of planning, monitoring, evaluation, information

management strategies, and debugging strategies. The second objective

 41

of this study was to determine the level of mathematical problem solving

skills. And, the third objective was to determine the significant relation

between metacognition and mathematical problem solving skills of grade

6 learners in Matanao II District, namely; La Suerte Elementary School,

Sulatorio Elementary School, Marciano Apiag Elementary School and

Tibongbong Elementary School, Matanao, Davao del Sur.

Level of Metacognition of Grade 6 Learners

This section discusses the level of metacognition per indicator

namely: planning, monitoring, evaluation, information management

strategies, and debugging strategies.

Table 1. Level of Metacognition of Grade 6 Learners in terms of

Planning
Planning Mean Description
1. I pace myself while learning in order to have 4.42 High
enough time.
2. I think about what I really need to learn 4.36 High
before I begin a task.
3. I set specific goal before I begin a task. 4.20 High
4. I ask myself question about the material 4.43 High
before I begin.
5. I read instruction carefully before I begin a 4.63 Very High
task.
6. I organize my time to best accomplish my 4.21 High
goal
Overall Mean 4.37 High
 42

As indicated in table 1, the metacognition level in terms of planning

of grade 6 learners reveals an overall mean of 4.37 describe as high. This

means that the grade 6 learners’ level of metacognition in terms of

planning have often been manifested. This implies that they know their

goal/ target, they know how much time they spent in doing the task and

also, they know their capabilities. They also demonstrate proactive

thinking, anticipate challenges, and use strategies to overcome them.

Their strong planning skills enable them to regulate their learning process,

make deliberate choices, and optimize their time and efforts for success.

In terms of planning, the results show that the highest mean which

is 4.63 described as very high level and always been manifested is in the

respondent’s view of reading the instruction carefully before they begin

the task. This means that when students read instructions attentively

before beginning a task, they are better able to avoid making mistakes

that result from misreading or misinterpreting the task requirements. By

carefully following the instructions, students can execute the task more

effectively and create better results.

Meanwhile, the lowest mean which is 4.20 described as high level

and have often been manifested is in the aspect of the respondents in

setting a specific goal before begin the task. This implies that when
 43

setting a specific goal, it gives students a sense of direction, purpose, and

concentration. It allows them to efficiently utilize their time and resources,

make informed decisions, evaluate their progress, and change their

strategies as possible. Hence, the learners are good in planning because

planning is an important part of metacognition and supports students in

solving problems effectively.

Furthermore, Lai and Law (2018) found that planning is one of the

most important indicators of metacognition. According to the study,

planning consisted of students selecting an objective for solving a

problem, selecting the pertinent information and strategies to employ, and

monitoring their progress.

Another study by Azevedo et al., (2014), discovered that students

who used successful planning strategies showed higher level of

metacognitive awareness. These students were more organized and goal-

oriented. Additionally, students with excellent planning skills performed

better on the group projects, demonstrating the relationship between

planning, metacognition, and task performance. This study emphasizes

the significance of planning as a key metacognitive component in

collaborative scientific reasoning. The results highlight how successful

planning helps to increase metacognitive awareness.

 44

Monitoring Mean Description

1. I ask myself periodically if I am meeting my 3.96 High
goals.
2. I ask myself if I have considered all options 4.22 High
when solving a problem
3. I periodically review to help me understand 4.37 High
important relationship
4. I find myself analyzing the usefulness of 4.25 High
strategies while I study.
5. I find myself pausing regularly to check my 4.25 High
comprehension.
6. I ask myself question about how well I am 4.12 High
doing while learning something new.
Overall Mean 4.19 High
Table 2. Level of Metacognition of Grade 6 Leaners in terms of
Monitoring

As shown in table 2, the metacognition level in terms of monitoring

of grade 6 learners reveals an overall mean of 4.19 describe as high. This

means that the grade 6 learners’ level of metacognition in terms of

monitoring have often been manifested. This shows that learners are very

good at keeping track of their own learning and thinking. This high level

of metacognitive monitoring means that grade 6 learners are able to

 45

recognize and evaluate their own knowledge and progress. They probably

know what their strengths and weaknesses are, which lets them make

smart choices about how to learn and make changes as required. Their

high metacognitive monitoring skills also show that they are self-aware

and desire to do better in school.

In terms of monitoring, the results show that

the highest mean which is 4.37 described as high level and have often

been manifested is in the respondent’s view in periodically reviewing to

help themselves understand important relationship. This implies that when

learners perform periodic reviews, they are able to identify areas in which

they require more clarification or additional study. Meanwhile, the

lowest mean which is 3.96 described as high level and have often been

manifested is in asking themselves periodically if they meet their goals.

This implicates that when students ask themselves if they are meeting

their goals, this serves as motivation and accountability. It holds students

accountable for their own performance and progress. Learners can

maintain focus, remain motivated, and hold themselves accountable for

taking the necessary actions to achieve their goals when they conduct

periodical goal reviews. Hence, the learners are good in monitoring

 46

because it is an important part of metacognition and supports students in

academic effectively.

Monitoring is another significant indicator of metacognition.

Monitoring, which is defined as the ability of learners to understand what

they are studying, often includes metacognitive techniques including self-

examination, inference-making, and self-generated feedback. According to

the study conducted by Verschaffel, Greer, and De Corte (2016)

discovered that monitoring is important for students to effectively solve

problems. The study highlights how important it is for students to be able

to monitor their own thinking.

Monitoring skills enhanced academic performance and test scores.

They were more likely to set objectives, utilize appropriate learning

resources, and reflect on their progress when monitoring was effective.

This practice improved academic achievement. Students were able to

adapt their learning because they owned strong monitoring

skills. Different academic disciplines placed varying importance on

monitoring. Monitoring abilities improved academic performance, but their

effects varied by subject or task. This study demonstrates how

metacognitive monitoring enhances academic performance and self-

 47

regulated learning. By enhancing their monitoring abilities, students can

enhance their academic performance (Johnson et al. 2020).

Table 3. Level of Metacognition of Grade 6 Learners in terms of

Evaluation.

Evaluation Mean Description

1. I know how well I did once I finish the task. 4.06 High
2. I ask myself if there was an easier way to do 4.19 High
things after I finish the task.
3. I summarize what I have learned after I 4.30 High
finish.
4. I ask myself how well I accomplish my goals 4.14 High
once I’m finished.
5. I ask myself if I have considered all options 4.24 Very High
after I solve a problem.
6. I ask myself if I learned as much as I could 4.10 High
have once, I finish a task.
Overall Mean 4.17 High

As presented in table 3, the metacognition level in terms of

evaluation of grade 6 learners reveals an overall mean of 4.17 describe as

high. This means that the grade 6 learners’ level of metacognition in terms

of evaluation have often been manifested. This indicates that these

 48

students possess a strong ability to assess and judge their own learning

outcomes. This high level of metacognitive in terms of evaluation suggests

that grade 6 students can critically analyze their work, identify areas for

improvement, and make goals to better their learning. They are likely to

have an in-depth understanding of their strengths and weaknesses,

allowing them to take responsibility for their learning and make required

adjustments to achieve desired results. Their high metacognitive

evaluation skills indicate that they are self-aware and actively self-

assessing, which can help them succeed in school.

In terms of evaluation, the results show that the highest mean

which is 4.30 described as high level and have often been manifested is in

the respondent’s view in summarize what they have learned after they

finish. This means that when students summarize what they have learned,

they are better able to retain the information and concepts they have

obtained throughout the task. Hence, the learners are good in evaluating

problem and it is an important indicator of metacognition.

Meanwhile, the lowest mean which is 4.06 described as high

level and have often been manifested is in knowing how well they did

once they finish the task. This means that when students know how well

they performed after completing a task, they are motivated and feel an
 49

overwhelming feeling of accomplishment. It empowers learners to take

responsibility for their own learning and strive for continuous

improvement.

Furthermore, a study conducted by Chen and Wong (2015), a

metacognitive evaluation is an important indicator of students' problem-

solving performance. According to the study's findings, students who were

better able to evaluate their own problem-solving processes and identify

errors had stronger problem-solving skills than those who were less

proficient in metacognitive evaluation. The ability to evaluate one's own

problem-solving strategies and outcomes is one of the most essential

aspects of metacognition.

In addition, effective evaluation enables learners to recognize their

strengths and weaknesses and make particular changes to their learning

strategies. The process of evaluation holds a significant role in the context

of self-regulated learning. The effective evaluation by students is

associated with enhanced self-regulatory behaviors, including the setting

of goals, developing plans, recording of progress, and change of

strategies as necessary. Students who display strong evaluation skills

show a more significant understanding of their individual cognitive

abilities, strengths, and difficulties (Johnson & Thomson, 2018).

 50

Table 4. Level of Metacognition of Grade 6 Learners in terms of

Information Management Strategies
Information Management Mean Description
Strategies
1. I slow down when I encounter 4.44 High
important information.
2. I consciously focus my attention on 4.48 High
important information.
3. I focus on the meaning and 4.48 High
significance of new information,
4. I create my own examples to make 4.13 High
information more meaningful.
5. I draw pictures or diagrams to help 4.25 High
me understand while learning.
6. I try to translate new information 4.16 High
into my own words.
7. I ask myself if what I’m reading is 4.24 High
related to what I already know.
Overall Mean 4.31 High
 51

Table 4 discloses the metacognition level in terms of information

management strategies of grade 6 learners reveals an overall mean of

4.31 describe as high. This means that the grade 6 learners’ level of

metacognition in terms of information management strategies have often

been manifested. This suggests that the grade 6 learners possess strong

abilities to effectively manage and utilize information. This implies that

grade 6 learners are skilled at gathering, organizing, and evaluating

information to support their learning. They are likely to demonstrate

effective strategies for locating relevant information, critically analyzing its

quality and relevance, and applying it to their learning tasks. Their strong

metacognitive information management skills enable them to make

informed decisions, enhance their understanding, and effectively use

information as a valuable resource for their academic success.

In terms of information management strategies, the results show

that the highest mean which is 4.48 described as high level and have

often been manifested is in the respondent’s view in consciously focus

their attention on important information. When learners consciously focus

their attention on important information, this implies that it improves

learners' comprehension and retention of important concepts, resulting in

better learning outcomes. Moreover, with a mean of 4.48, the

 52

respondents exhibit high proficiency and have often been manifested is in

focusing on the meaning and significance of new information. This implies

that when learners focus on the meaning and significance of new

information, they promote deeper comprehension and facilitate the

integration of knowledge into their existing mental frameworks, resulting

in more useful and relevant learning outcomes.

Meanwhile, the lowest mean which is

4.13 described as high level and have often been manifested is in making

own examples to make information more meaningful. This means that

when students establish their own examples to make information more

meaningful, it enhances personal relevance and facilitates an in-depth

understanding of the subject matter. Hence, information management

strategies help learners improve their problem solving.

Information management strategies plays an important part in

metacognition. Furthermore, in the study conducted by Smith et al.,

(2017), students with good information management strategies learn

better. They can successfully collect, arrange, and analyze information

that results in improving their knowledge and comprehension. The study

found a relationship between information management strategies and

academic success. Students with strong information management

 53

strategies perform better academically. According to this

study, Information management strategies in metacognition are important

for academic achievement.

Table 5. Level of Metacognition in terms of Debugging Strategies.

Debugging Strategies Mean Description
1. I ask others for help when I don’t 4.51 High
understand something.
2. I change strategies when I fail to 4.25 High
understand.
3. I re-evaluate my assumptions when 4.51 High
I get confused.
4. I stop and go back over new 4.60 High
information that is not clear.
5. I stop and reread when I get 4.60 High
confused.
Overall Mean 4.49 High

Table 5 discloses the metacognition level in terms of debugging

strategies of grade 6 learners reveals an overall mean of 4.49 describe as

high. This means that the grade 6 learners’ level of metacognition in

 54

terms of debugging strategies have often been manifested. It suggests

that they possess strong skills in identifying and fixing errors in their work

or problem-solving processes. This high level of metacognitive debugging

implies that grade 6 learners are adept at recognizing when something is

not working correctly and are able to analyze and troubleshoot the issue.

They demonstrate effective strategies for locating and addressing

mistakes, making adjustments, and improving their understanding or

problem-solving approach. Additionally, their high metacognitive

debugging skills indicate that they have developed a sense of self-

awareness and the ability to reflect on their own work, leading to

continuous improvement and successful outcomes.

In terms of debugging strategies, the results show the highest

mean of 4.60 described as high level and have often been manifested is in

the respondent’s view in the statement, I stop and go back over new

information that is not clear. This indicates that stopping and going back

over new information that is that is confusing helps learners to gain

clarification and gain a greater comprehension. Moreover, the respondents

show high level and have often been manifested in pausing and re

reading when they get confused exhibits a mean of 4.60. This implies

that pausing and re-reading when learners get confused supports

 55

comprehension and aids in resolving confusion of the learners.

Meanwhile, the lowest mean which is

4.25 described as high level and have often been manifested is in

changing a strategy when they fail to understand. This shows that when

learners fail to understand something, changing of strategies is very

significant to them and it promotes adaptability and facilitates effective

learning. Hence, debugging strategies in metacognition help improves

students in their problem-solving skills.

In the context of debugging, metacognition plays a significant part

in the process of identifying problems and formulating effective strategies

for correcting them. According to the study conducted by Nuraini and

Setiawan (2018), Debugging strategies enhance academic performance

and problem-solving abilities. Debugging helps students identify errors.

Debugging strategies enhance critical thinking and metacognition, thereby

facilitating problem-solving for students. By reflecting on what they are

thinking, questioning their ideas, and figuring out alternatives, learners

will overcome difficulties and develop innovative solutions. Feedback,

errors, and progress can assist them in problem solving

In another context, debugging strategies in Java programs, upon

analyzing the results, Böttcher et al., (2016) discovered that students'

 56

debugging skills connect with non-technical software engineering skills like

systematic work. This suggests that in order to improve the debugging

skills of our students, it is beneficial to not only address the technical

aspects of debugging, but also cultivate the necessary fundamental

competencies.

For all intents and purposes, debugging strategies plays a

significant part in students’ academic success and solving problem

effectively.

Table 6. Summary Level of Metacognition of Grade 6 Learners.

Indicator Mean Description
Planning 4.37 High
Monitoring 4.19 High
Evaluation 4.17 High
Information Management 4.31 High
Strategies
Debugging Strategies 4.49 High
Overall Mean 4.31 High

As presented in the Table 6, the summary of metacognitive level of

Grade 6 is 4.31 described as high. This means that learners level

metacognition level in terms of planning, monitoring, evaluation,

information management strategies, and debugging strategies have often

 57

been manifested. This implies that learner’s level of metacognition prefers

to make use of effective planning, monitoring, and evaluation of their

learning approaches, managing the information, and debugging.

Individuals with higher metacognitive awareness are better

compared to those with low metacognitive awareness at planning,

managing information, monitoring, debugging strategies, and

evaluating (Tosun & Senocak, 2013). In addition, Amin & Sukestiyarno

(2015), asserted that metacognitive skills are also concerned with

procedural knowledge through real rules and the necessity to use more

control over learning activities. Task analysis, planning, monitoring,

checking, and recapitulation is a manifestation of such expertise. Some

studies also asserted that, Students who were able to use metacognitive

skills provide accurate responses to the problem and make use of a

variety of solution.

In terms of metacognitive level, the highest indicator with a mean

of 4.49, described as high and have often been manifested is debugging

strategies. This implies that with the assistance of debugging strategies,

students will be able to carefully evaluate the error or problem they

encounter, encourage other students to seek help from peers, instructors,

or online communities, and explain the error or problem in their own

 58

words. The high mean score for debugging strategies shows Grade 6

learners are proficient in identifying and correcting mathematical problem-

solving problems. They have good metacognitive correction of errors

skills. Metacognition in debugging strategies helps learners self-reflect,

self-regulate, and learn from mistakes. Learners who can recognize and

correct errors use a more continuous and analytical problem-solving

method, enhancing their knowledge of mathematics and performance.

Learners can correct their thinking and problem-solving by using strong

debugging strategies. They can identify their mistakes, grasp their

knowledge limitations, and actively seek new answers. This reflective

method facilitates development attitude and learning from mistakes.

According to the study conducted by Nuraini and Setiawan (2018),

Debugging strategies enhance academic performance and problem-solving

abilities of the learners. Debugging strategies is very significant for it helps

students in identifying the errors. Debugging strategies enhance critical

thinking and metacognition, thereby facilitating problem-solving for

students. By reflecting on what they are thinking, questioning their ideas,

and figuring out alternatives, learners will overcome difficulties and

develop innovative solutions. Feedback, errors, and progress can assist

them in problem solving.

 59

Moreover, in terms of metacognitive level the lowest indicator with

a mean of 4.17 described as high and have often been manifested is

evaluation. This implies that they somewhat possess a strong ability to

assess and judge their own learning and performance. Students with high

metacognitive evaluation skills can accurately assess their own strengths

and weaknesses. They have a clear understanding of their learning

progress, knowledge gaps, and areas where improvement is needed.

Furthermore, a study conducted by Chen and Wong (2015), a

metacognitive evaluation is an important indicator of students' problem-

solving performance. According to the study's findings, students who were

better able to evaluate their own problem-solving processes and identify

errors had stronger problem-solving skills than those who were less

proficient in metacognitive evaluation. The ability to evaluate one's own

problem-solving strategies and outcomes is one of the most essential

aspects of metacognition.

According to studies, metacognition is the awareness of one's own

methods of thinking as well as the monitoring and control of those ways

while doing a job. It also refers to what people understand about

cognition, their cognitive processes, and how they adapt information

processing and behavior based on this knowledge. Metacognition helps

 60

students in using their knowledge and strategies and get through

mathematical difficulties with the aid of metacognition (Güner & Erbay,

2021). In addition, according to Amin & Sukestiyarno (2015),

metacognitive skills have the potential to be extremely important in the

development of the learners.

Level of Mathematical Problem Solving

Skills of Grade 6 Learners

As shown in table 7, the overall mean of mathematical problem

solving skills of the grade 6 learners obtained a quantitative mean of to

3.79 indicating that the grade 6 learners level of mathematical problem

solving skills exhibits a quantitative description of high level. This means

they have often manifested mathematical problem solving skills. This

implies that learners strongly possess mathematical problem solving skills

and has shown mastery in solving mathematics problem. However,

 61

teachers’ guidance is still need in order for the student to succeed in

solving difficult math problems.

In terms of mathematical problem solving skills, the results show

the highest mean of 4.60 described as high level and this means that the

items relating to mathematical problem solving have often been

manifested is in the respondent’s view in the statement Mathematics

problems are something that I enjoy a great deal. This implies that they

have a good way of thinking about mathematical tasks. Most likely, doing

math problems gives them joy, happiness, or pleasure.

Table 7. Level of Mathematical Problem Solving Skills of Grade 6

Mathematical Problem Solving Skills Mean Description
1. I am a strong problem solver in mathematics 3.00 Moderate
2. I am challenged by mathematics problems that I 4.03 High
cannot immediately solve
3. I like to try new approaches to a problem that I 4.15 High
couldn’t solve
4. I do not mind making mistakes when solving 3.44 Moderate
mathematics problem
5. Mathematics problems are something that I enjoy a 4.60 High
great deal
6.Most mathematics problems are frustrating 3.71 High
7.I like to solve mathematics problems related to real-life 4.28 High
8.Most mathematics problems, other than the simplest 4.18 High
types, take too long to solve
9.With sufficient time I believe I could be successful at 3.98 High
solving most mathematics problems
10.I tend to think of mathematics problems as being more 3.85 High
like games than hard work
11.I would rather have someone to tell me how to solve a 4.31 High
difficult problem than have to work it out for myself
 62

12.I am capable of clearly describing my solution method 3.98 High

13.If I cannot solve a problem right away, I like to stick 3.78 High
with it until I have it solved.
14.Mathematics problems, generally, are very interesting 3.67 High
15.The number of rules one must learn in mathematics 3.63 High
make solving problems difficult
16. Real-life problems require synthesizing mathematics 3.98 High
knowledge
13. If I cannot solve a problem right away, I tend to give 2.92 Moderate
up
18.I find it difficult to concentrate on mathematics 3.55 High
problems for very long period of time.
19. It make me nervous to think about having to solve 3.91 High
difficult mathematics problems
20. I do not particularly like doing difficult mathematics 3.53 High
problems
21. Trying to discover the solution to a new type of 3.83 High
mathematics problems is an exciting experience
22.Mathematics problems make me feel as though I am 3.97 High
lost in a jungle of numbers and cannot find my way out
Overall Mean 3.79 High
Learners.

In the statement, I would rather have someone to tell me how to

solve a difficult problem than have to work it out for myself obtained a

mean of 4.31 described as high and this means that the items relating to

mathematical problem solving have often been manifested. This indicates

that when given challenging assignments, students prefer to receive direct

instructions or solutions from others as instead of finishing them

independently. Moreover, statement I like to solve mathematics problems

related to real-life obtained a mean of 4.28 and described as high level

and this means that the items relating to mathematical problem solving

have often been manifested. It indicates that they appreciate working

 63

with mathematical problems that have real-world applications and

relevance.

Meanwhile, in terms of mathematical problem solving skills, the

results show the lowest mean of 2.92 described as moderate level is in

the respondent’s view in the statement, If I cannot solve a problem right

away. This means that the items relating to mathematical problem solving

have sometimes been manifested. This implies that learner tend to get

discouraged and give up seeking to find a solution to the problem. I am a

strong problem solver in mathematics reveals a mean of 3.00 which

interpreted as moderate level and this item relating to mathematical

problem solving have sometimes been manifested. It suggests that the

individual considers their problem-solving abilities in mathematics to be

average or moderately competent, indicating room for improvement. The

statement, I do not mind making mistakes when solving mathematics

problem obtained a mean of 3.44 described as moderate level and this

items relating mathematical problem solving have sometimes been

manifested. It indicates that the individual has a moderate level of

acceptance and resiliency for making mistakes while solving mathematical

problems. They recognize that errors are a natural part of the learning

process and are relatively comfortable with the idea of making mistakes
 64

during their journey of mathematical problem-solving. Hence, the level of

the learner’s mathematical problem solving skills as seen in the result, it

shows a very good significant to learners.

According to Das R., & Das G., (2013) study annotated that,

"Problem solving significantly plays an important role in mathematics

teaching and learning. Trough problem solving students can enhance

reviews their thinking skills, apply procedures, deepen reviews their

conceptual understanding ". Meaning problem solving plays an important

role in learning mathematics. With problem solving, students can improve

their thinking skills, apply procedures, deepen their conceptual

understanding. Liljedahl, (2016) says mathematical problem solving has

long been viewed as an important aspect of mathematics, mathematics

teaching, and mathematics learning. The more people who want to help

solve the problems of others, the more the person's chance to use high-

level thinking when thinking in solving scientific problems (Gallagher et al.

2012).

In the past several decades, there had been significant advances in

the understanding of the complex processes involved in mathematical

problem–solving skills. Approaches like teaching for mathematical

problem–solving skills, teaching through problem–solving and teaching

 65

about problem–solving have brought about significant improvements in

the mathematical problem–solving skills of students. However, these

improvements have not lifted the rank of the Philippines in both the

National Achievement Test (NAT) and in international examination, vis-à-

vis, the Third International Mathematics and Science Study (TIMSS)

(Torio, 2015).

Metacognition and Mathematical Problem

Solving Skills of Grade 6 Learners

Table 8 shows the correlation analysis between metacognition and

mathematical problem solving skills of grade 6 learners. As presented in

the table, metacognition and mathematical problem solving skills obtained

a p-value of .000 lower than 0.05 level of significance, thus the null

hypothesis is rejected. This result indicated that there is a significant

relationship between metacognition and mathematical problem solving

skills of grade 6 learners.

Table 8. Correlational Analysis Between Metacognition and

Mathematical Problem Solving Skills of Grade 6
Learners.
Mathematical Problem Solving Skills
R- P- Decision Interpretation
value Value on H0
Metacognition .703 .000 Reject Significant
 66

**. Correlation is significant at the 0.01 level (2-tailed).

The results indicates that if metacognition is high, mathematical

problem solving skills is also high. Meanwhile, a low metacognition means

a low mathematical problem solving skills. As shown in the table, the

metacognition and mathematical problem solving skills obtained R-value

of .703 this indicates that they have strong correlation. This means that

when metacognition is high, mathematical problem solving skills is also

high and vice versa. This suggests that learners who possess better

metacognitive skills, such as self-awareness, self-monitoring, and self-

regulation, are more likely to solve mathematical problems. Metacognition

helps students plan, monitor, and reflect on their problem-solving

strategies, improving their mathematical problem-solving skill. To improve

students' problem-solving skills, teachers and administrators can explore

metacognitive strategies and interventions in mathematics instruction.

Teachers can help students become more introspective and autonomous

learners, improving mathematics problem-solving, by explicitly teaching

metacognitive skills.

Mathematical problem solving requires a vital component called

metacognition. Metacognition, or the capacity to think about thinking, is

the capacity to monitor and regulate our own ideas, how we approach
 67

problems, how we select solutions to problems, or questions we pose to

ourselves about problems. Understanding the problem at hand, choosing

an appropriate strategy, carrying it out, and verifying that the actions

done were correct are all steps in the process of solving a mathematical

problem. As a result, meta-cognition is necessary for solving mathematical

problems successfully (Izzati & Mahmudi, 2018). In addition,

Metacognition is an important element in mathematical problem solving

skills and in order to effectively solve mathematical problems, problem

solvers must control and monitor their thinking, which is where

metacognition comes into play (Ong, 2019).

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes they key results, highlights the main

conclusions driven from the analysis, and making recommendations for

theory, practice and future research. It comprises of summary, conclusion

and recommendations of this study.

Summary
 68

The study was carried out to assess the significant relationship

between the metacognition and mathematical problem solving skills of

grade 6 learners in Matanao II District, namely; La Suerte Elementary

School, Sulatorio Elementary School, Marciano Apiag Elementary School

and Tibongbong Elementary School, Matanao, Davao del Sur. The study

utilized descriptive correlational design. There were eighty-three (83)

participated in the modified and adopted survey questionnaire. The

gathered data were analyzed through statistical tool such as mean,

standard deviation and Pearson’s coefficient correlation.

1. In summary of findings, the level of metacognition of grade 6

learners has an overall mean of 4.31 which is interpreted as High

level. This implies that the grade 6 learners possess a high level of

metacognition in terms of planning, monitoring, evaluation,

information management strategies, and debugging strategies.

2. The highest mean in the level of metacognition is debugging

strategies with a mean of 4.49 described as high level. Meanwhile,

the lowest indicator in the level of metacognition evaluation with a

mean of 4.17 described as high level. This means that learners

should give importance or should utilize all indicators of

 69

metacognition for it will help them to excel in their academic

endeavor.

3. In summary of findings, the level of mathematical problem solving

skills of grade 6 learners obtained a mean of 3.79 which exhibits a

quantitative description of high level. These findings reveal that the

grade 6 learners somewhat possess mathematical problem solving

skills.

4. The results further revealed that metacognition and mathematical

problem solving skills have a significant relationship. It obtained a

p-value of 0.000 lower than 0.05 level of significance, thus the null

hypothesis is rejected. This result indicated that there is a

significant relationship between the two variables.

Conclusions

Based on the hypothesis that has been tested, the following

conclusions were drawn:

1. There is a high level of metacognition of grade 6 learners in terms

of planning, monitoring, evaluation, information management

strategies, and debugging strategies with an overall mean 4.31

described as high. This indicates that these learners have a strong

 70

ability to plan their learning, monitor their progress, evaluate their

understanding, manage information effectively, and identify and

correct errors in their reasoning or problem-solving processes. This

conclusion emphasizes the advanced metacognitive abilities of

grade 6 learners, indicating their potential for self-regulated and

productive learning experiences.

2. There is a high level of mathematical problem solving skills of grade

6 learners with an overall mean of 3.79 which exhibits a

quantitative description of high level. This means that these

learners are likely good in solving math problems, which shows that

they are good at critical thinking and have a deep understanding of

math ideas. In conclusion, the fact that sixth graders are good at

solving math problems shows that they are likely to do well in math

in the future and gives them a solid foundation for learning more.

3. There is a significant relationship between metacognition and

mathematical problem solving skills of grade 6 learners. A high

level of metacognition among grade 6 learners is a pre- requisite to

a high mathematical problem solving skills.

Recommendation
 71

Based on the findings and conclusions of the study, the following

are the recommendations of the researcher:

DepEd. It is recommended for the Department of Education to set

strategies on how pupils can understand the mathematical problem easily.

The Department of Education could use real-life examples and situations

to help students understand math concepts. Students can better

understand how to solve math problems when they use teaching

techniques like step-by-step guides or pictures.

School Heads. It is recommended for the school heads to

implement strategies, programs and workshop to further enhance

learner’s mathematical problem solving skills with the use of

metacognition for the learners to excel academically especially in the math

subject.

Teachers. It is recommended for the teachers to encourage

independent, self-directed learning so students may take charge of their

education and difficult math problems. A collaborative learning setting

where students can discuss and share problem-solving solutions helps

improve their metacognitive skills and mathematics understanding.

 72

Parents. It is recommended for the parents to assess their

children at home and apply what they have learn in the study so that they

will apply it in their home for their child to have a good performance in

mathematical problem solving.

Learners. It is recommended for grade 6 learners to give

importance and should utilize metacognition level in terms of planning,

monitoring, evaluation, information management strategies, and

debugging strategies for them to excel academically.

Future Researchers. It is recommended for the future

researchers to conduct a study about metacognition and mathematical

problem solving skills of the grade 6 learners in a qualitative type of

research design.

REFERENCES

Ahghar, G. (2012). Effect of problem-solving skills education on auto-

regulation learning of high school students in Tehran. Procedia-
Social and Behavioral Sciences, 69, 688-694.
https://doi.org/10.1016/j.sbspro.2012.11.462
 73

Aljaberi, N. M., & Gheith, E. (2015). University students’ level of

metacognitive thinking and their ability to solve
problems. American International Journal of Contemporary
Research, 5(3), 121-134.
https://citeseerx.ist.psu.edu/document?
repid=rep1&type=pdf&doi=59473f0504ff32f499149ee11d0aa4fb3d
61f5b0

Amin, I., & Sukestiyarno, Y. L. (2015). Analysis metacognitive skills on

learning mathematics in high school. International Journal of
Education and Research, 3(3), 213-222.
http://www.ijern.com/journal/2015/March-2015/18.pdf

Amin, I., & Sukestiyarno, Y. L. (2015). Analysis metacognitive skills on

learning mathematics in high school. International Journal of
Education and Research, 3(3), 213-222.
http://www.ijern.com/journal/2015/March-2015/18.pdf

Amin, I., & Sukestiyarno, Y. L. (2015). Analysis metacognitive skills on

learning mathematics in high school. International Journal of
Education and Research, 3(3), 213-222.
http://www.ijern.com/journal/2015/March-2015/18.pdf

Azevedo, R., Taub, M., Mudrick, N. V., & Millar, G. C. (2014). Planning and
self-regulation in the context of collaborative scientific reasoning.
Journal of Educational Psychology, 106(3), 764-778.

Bobis, J., Anderson, J., Martin, A. J., Way, J., & Lombardi, E. (2018).
Developing mathematics learning self-efficacy and metacognition
through feedback within a digital learning environment.
International Journal of Educational Research, 88, 54-72.
doi:10.1016/j.ijer.2018.01.010

Bekdemir, M. &Baş, F., & Özturan-Sağırlı, M (2016). The

metacognitive awarenesses of preservice secondary school
mathematics teachers, beliefs, attitudes on problem solvıng,
and relationshıp between them. Journal of
Theory and Practice in Education, 12 (2)
46482.https://dergipark.org.tr/tr/download/article-file/262376
 74

Baykul, Y. (2016). İlkokulda matematik öğretimi [Teaching maths in

primary school] (13 th ed.). Pegem Akademi

Bhandari, P. (2022). Correlational Research | When & How to Use.

Scribbr. Retrieved January 23, 2023, from
https://www.scribbr.com/methodology/correlational-research/

Böttcher, A., Thurner, V., Schlierkamp, K., & Zehetmeier, D. (2016).

Debugging students' debugging process. In 2016 IEEE frontiers in
education conference (FIE) (pp. 1-7). IEEE.
https://ieeexplore.ieee.org/document/7757447

Cabanalan, J. F. A., Porne, J. B., Gadong, E. S. A., & Alobba, E. O. (2020).

Difficulties and coping strategies of students in learning
mathematics according to their proficiency level. Journal of Science
& Mathematics Education in Southeast Asia, 43, 1-46.
https://search.ebscohost.com/login.aspx?
direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=012
67663&AN=154008078&h=UUICPDA3Gp4IvjET4DogFud6huaDXTUi
nQzKdK185%2F71pi2P7enSQsTNc4rg9Kv%2FzQPsIOJz
%2Fa0dZ5FAKkjVfA%3D%3D&crl=c

Claessens, A., & Engel, M. (2013). How important is where you start?
Early mathematics knowledge and later school success. Teachers
College Record, 115(6), 1–29.
https://doi.org/10.1177/016146811311500603

Chen, J. A., & Liang, J. C. (2015). Effects of a metacognitive strategy-

based instruction on mathematical problem solving
among high school students with mathematics difficulties.
Learning and Individual Differences, 41 , 35-43.

Chen, X., Wang, H., & Li, X. (2015). Debugging strategies and skills of
novice programmers. Journal of Educational Technology
Development and Exchange, 8(1) , 1-14
 75

Chen, Y. L., & Wong, T. T. (2015). Metacognitive skills and

mathematical problem solving. International Journal of Science
and Mathematics Education, 13 (1), 19-43.

Chen, Y. L., & Liu, M. H. (2019). The role of information management

strategies in solving mathematical problems: A study of college
students. Universal Journal of Educational Research, 7 (3),
709- 716. doi: 10.13189/ujer.2019.070308

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing

among the five approaches (3rd ed.). Sage Publications, Inc.

Cüceloğlu, D. (2012). İnsan ve davranışı [Human behavior]. İstanbul:

Remzi Kitabevi.

Das, R., & Das, G. C. (2013). Math Anxiety: The Poor Problem
Solving Factor in School Mathematics. International Journal of
Scientific and Research Publications, 3 (4).

Demirsöz, E. S. (2014). Metacognitive awareness and its developing.

Trakya University Journal of Education, 4, 112-123.
https://dergipark.org.tr/tr/download/articlefile/200398

Desoete, A., Roeyers, H., & Buysse, A. (2016). Metacognition and

mathematical problem solving in grade 3. Journal of Cognitive
Education and Psychology, 15 (2), 280-297. doi:10.1891/1945-
8959.15.2.280

Figueiredo, M., Almeida, F., & Oliveira, J. (2016). The Role of

Metacognition in Programming. In 2016 IEEE 16th International
Conference on Advanced Learning Technologies (ICALT)
(pp.101-103). IEEE.

Galabo, N., Abellanosa, G., & Gempes, G. (2018). Mathematical

readiness of secondary school students. Global Illuminators, 4,
88 – 98

Gallagher C, Hipkins R, Zohar A (2012). Positioning thinking within

national curriculum and assessment systems: perspectives
 76

from Israel, New Zealand and Northern Ireland. Thinkin

Skills and Creativity2012, 7: 134–143.
doi:10.1016/j.tsc.2012.04.005 10.1016/j.tsc.2012.04.005

George, W. (2017). “Bringing van Hiele and Piaget Together: A Case

for Topology in Early Mathematics Learning”. Journal of
Humanistic Mathematics, 7 (1): 105- 116.

Güner, P. & Erbay, H. N. (2021). Metacognitive skills and problem-solving.

International Journal of Research in Education and Science
(IJRES), 7(3), 715-734. https://doi.org/10.46328/ijres.1594

Güner, P. & Erbay, H. N. (2021). Metacognitive skills and problem-solving.

International Journal of Research in Education and Science
(IJRES), 7(3), 715-734. https://doi.org/10.46328/ijres.1594

Gurbin, T. (2015). Metacognition and technology adoption: exploring

influences. Procedia-Social and Behavioral Sciences, 191, 1576-
1582.

Husamah. (2015). Blended Project Based Learning: Metacognitive

Awareness of Biology Education New Students. Journal of
Education and Learning. Vol. 9 (4) pp. 274-281 .

Henderson, W., Plattner, L., Baucum, B., Casey, T., Grant, A., & Headlee,
P. (2020).Student Involvement in Flipped Classroom Course
Design. Journal of Occupational Therapy Education, 4 (3).
https://doi.org/10.26681/jote.2020.040311

Izzati, L. R., & Mahmudi, A. (2018, September). The influence of

metacognition in mathematical problem solving. In Journal of
Physics: Conference Series (Vol. 1097, No. 1, p. 012107). IOP
Publishing
Izzati, L. R., & Mahmudi, A. (2018, September). The influence of
metacognition in mathematical problem solving. In Journal of
Physics: Conference Series (Vol. 1097, No. 1, p. 012107). IOP
Publishing.
 77

Jacobse A. E, Harskamp E. G. (2012). Towards efficient measurement of

metacognition in mathematical problem solving .
Metacognition Learning. 2012; 7:133–149.
http://dx.doi.org/10.1007/s11409-012- 9088-x.

Jagals, D., & Van der Walt, M. (2016). Enabling metacognitive skills for
mathematics problem solving: A collective case study of
metacognitive reflection and awareness. African Journal of
Research in Mathematics, Science and Technology
Education, 20(2), 154-164.

Johnson, S., Anderson, M., & Ramirez, E. (2020). he Importance of

Monitoring in Metacognition: A Study on Academic
Performance and Self-Regulated Learning. Journal of
Educational Psychology, 2020, Vol. 112, No. 3 , 456-468

Lai, M. W., & Law, N. (2018). Developing metacognitive skills in

mathematics learning: The role of planning. Education Sciences,
8(1), 19. doi:10.3390/educsci8010019

Lestari, W. & Jailani (2018). Enhancing an Ability Mathematical

Reasoning through Metacognitive Strategies. J. Phys.: Conf.Ser
1097 012117

Liljedahl, P. (2016). Empirical research on problem solving and problem

posing: A look at the state of the art. ZDM–Mathematics
Education, 53(4), 723-735.

Nuraini, N., & Setiawan, A. I. (2018). The Effectiveness of Learning

Computer Program Based on Debugging Strategies towards
Mathematics Literacy. Journal of Physics: Conference Series,
1013(1), 012129.

Ong, A. (2019). Metacognition and Student Achievement in

Mathematical Problem Solving . Ateneo de Manila University.
https://archium.ateneo.edu/theses-dissertations/350

Öztürk, S., &Serin, M. K. (2020). Examination of pre-service primary

school teachers’ metacognitive awareness with anxiety towards
 78

mathematics teaching. Kastamon Education Journal, 28 (2),

1013-1025. https://doi.org/10.24106/kefdergi.705074

Özkubat, U., Karabulut, A., & Özmen, E. R. (2020). Mathematical Problem-

Solving Processes of Students with Special Needs: A Cognitive
Strategy Instruction Model ‘Solve It!’ International electronic
journal of elementary education, 12(5), 405-416.

Panda, I.. (2022, June 19). Descriptive Correlational Design in Research.

https://ivypanda.com/essays/descriptive-statistics-and
correlational-design/

Pekgoz, S. (2020). Teachers and Students Mathematical Problem-Solving

Beliefs and Skills with a Focus on PISA Problems.
https://doi.org/10.7916/d8-d5dt-8t95

PISA (2018).PISA Results Philippines.https://www.inphilippines.com/pisa-

2018-results-philippines.

Posamentier, A. S., & Krulik, S. (2016). Problem solving in

mathematics (Trans: L. Akgün, T. Kar, M. F. Öçal). Ankara:
Pegem Academy

Saragih, S., & Habeahan, W. L. (2014). The Improving of

Mathematical Problem Solving Ability and Students’ Creativity by
Using Problem Based Learning in SMP Negeri 2 Siantar. Journal
of Education and Practice, 5 (35), 123-132.

Schraw, Gregory and Moshman, David, (1995)."Metacognitive

theories" Educational Psychology Papers and Publications. Paper
40.h p://digitalcommons.unl.edu/edpsychpapers/40

Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive

awareness. Contemporary Educational Psychology, 19, 460-475.

Sengul, Sare & Yasemin, Katranci. (2015). Meta-cognitive Aspects of

Solving Indefinite Integral Problems. Elsevier, Procedia Social and
Behavioral Sciences. 622 – 629.
 79

Siagan, M. V., Saragih, S., & Sinaga, B. (2019). Development of

Learning Materials Oriented on Problem-Based Learning Model
to Improve Students' Mathematical Problem Solving Ability and
Metacognition Ability. International electronic journal of
mathematics education, 14(2), 331-340.

Sin, L. K. S., & Tiu, F. M. (2017). Metacognitive strategies in solving

mathematical problems: A study of grade 5 pupils. J ournal of
Education and Learning, 6(2) , 198-207. doi:
10.5539/jel.v6n2p198

Smith, J., Johnson, M., & Thompson, L. (2017). Managing Information

Skills in Metacognition: The Impact on Learning Strategies and
Academic Performance. Educational Psychology Review, 29(4) ,
671-689.

Stephanou, G. & Mpiontini, M.H. (2017). Metacognitive Knowledge

and Metacognitive Regulation in Self-Regulatory Learning Style,
and in Its Effects on Performance Expectation and Subsequent
Performance across Diverse School
Subjects.https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/
reference/ReferencesPapers.aspx?ReferenceID=2133056.

Sukestiyarno., & Mariani, S. (2018). Critical Thinking analysis based

on Facione(2015)- Angelo (1995) Logical Mathematics Material
of Vocational High School (VHS). Journal of Physics:
International Conference on Mathematics, Sciences and
Education, 983/2018 , 1-6.

Szabo, A. & Andrews, P. (2017). Examining the interaction of

mathematical abilities and mathematical memory: A study of
problem solving activity of high-achieving Swedish upper
secondary students. The Mathematics Enthusiast. 14 (1, 2 &3):
141-160.

Tohir, M. (2019). Hasil PISA Indonesia Tahun 2018 Turun Dibanding

Tahun https://doi.org/10.17605/OSF.IO/8Q9VY
 80

Torio, M. Z. C. (2015). Development of instructional material using algebra

as a tool in problem solving. International journal of education
and research, 2(1), 569-586.

Tosun, C., & Senocak, E. (2013). Te Efects of Problem-Based Learning on

Metacognitive Awareness and Atitudes towardChemistry of
Prospective Teachers with Diferent AcademicBackgrounds.
Australian Journal of Teacher Education, 38(3), 60-73.

Vakarev, E. S. (2015). The interrelation of cognitive styles and

creativity of the personality. Bulletin of Tomsk State
Pedagogical University, 49 (1), 347-355.

Venkataramana, B., & Reddy, K. (2018). Impact of Emotional Maturity

and Self Confidence on Academic Adjustment among High
School Student. Int. Journal of Science Research, 7/8 , 35-
37.

Verschaffel L., Greer, B., & De Corte, E. (2016). Self-regulation and

metacognition in mathematical problem-solving: Theoretical,
educational, and empirical perspectives. New York, NY: Routledge.

Zepeda C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J.

(2019). Identifying teachers’ supports of metacognition
through classroom talk and its relation to growth in conceptual
learning. Journal of Educational Psychology, 111 , 522–541.
 81

APPENDICES

Appendix A. Manuscript Processing

 82

Appendix B. Letter of Permission from the Dean

 83

Appendix C. Survey Questionnaire

84
85
86
 87

Appendix D. Instrument Validation Sheet

88
 89

Appendix E: Letter of Consent

 90

Appendix F. Permit to Conduct Letter

 91

Appendix G: Plagiarism Result

 92

Appendix H. Photo Documentation

 93

CURRICULUM VITAE

Name: Jhunry A. Timtim

Address: Purok Calachuchi, La Suerte

Matanao Davao del Sur

Email: jhunrytimtim20@gmail.com
Mobile Number: 09560738827

PERSONAL DATA

Date of Birth: July 01, 2001

Place of Birth: La Suerte Matanao Davao Del Sur, Philippines
Sex: Male
Height: 5’4
Weight: 49 kg
Status: Single
Religion: Seventh Day Adventist
Nationality: Filipino
Tribe: N/A
Parents:
Mother: Cristina A. Timtim
Father: Narciso G. Timtim

Educational Background

Elementary: La Suerte Elementary School

March 2014
Junior High School: Molopolo National High School
April 2018
Senior High School: Molpolo National High School
March 2020
College: Davao del Sur State College
2022-present
IV – BEED (Generalist)