The Relationship between Metacognitive Knowledge and Mathematics Performance of High School Students

This study examined the relationship between metacognitive knowledge and mathematics performance among selected junior high school students at a National High School in Davao Occidental during the school year 2023–2024. A descriptive-correlational design was employed, with 155 respondents selected through stratified random sampling from a population of 251 students. An adapted questionnaire assessed students’ metacognitive knowledge, while their mathematics performance was obtained from official grade records. Data were analyzed using mean scores and Spearman correlation analysis. Results revealed that students demonstrated an average level of metacognitive knowledge. Their mathematics performance was classified as approaching proficiency. Statistical analysis indicated a significant positive relationship between metacognitive knowledge and mathematics performance, suggesting that students with higher metacognitive awareness tend to perform better in mathematics. These findings highlight the importance of developing metacognitive skills to enhance mathematics achievement. Hence, educators are encouraged to incorporate activities that promote self-reflection, strategic planning, and monitoring into regular instruction.