Metacognitive Learning Approaches and Students’ Performance in MAPEH

Metacognition is now recognized as a crucial aspect of successful learning, which encompasses an individual's capacity to organize, supervise, and assess their learning methods. The study utilized a descriptive-correlational research design. The respondents of the study for the quantitative data consisted of 175 teachers out of 320 total number of MAPEH teachers currently teaching in various high schools within the Schools Division of Capiz chosen using random sampling. The researcher utilized a researcher-made questionnaire that was carefully designed and underwent validation to measure and gather data needed for this research. The gathered data were then organized, tallied, tabulated, and submitted to the statistician for analysis using the Statistical Package for the Social Sciences (SPSS) software. The researcher found that the level of metacognitive learning approaches as a whole group and in terms of explicit instructions, encouraging self-assessment and reflection, fostering a growth mindset, utilizing technology, creating a supportive learning environment, the teachers have a “Very High” level of metacognitive learning approaches. The level of performance in MAPEH of the students was “Outstanding”. There was no significant relationship between the teachers’ metacognitive learning approaches and their students’ performance in MAPEH.