Metacognitive Knowledge and Attitude Towards Learning Mathematics among Elementary Education Students: A Mixed Method Study

This study aimed to identify the relationship between metacognitive knowledge and attitudes towards learning mathematics among Elementary Education students and to explore their related lived experiences. Employing a mixed-method parallel convergent design, the research involved 184 students for the quantitative component and 14 participants for the qualitative inquiry. Quantitative results indicated a high level of metacognitive knowledge and generally positive attitudes towards mathematics, reflecting students’ confidence, interest, and engagement in math tasks. Qualitative findings highlighted varied experiences and insights into how metacognitive strategies supported learning. Although the data sets did not fully merge, they remained congruent, underscoring the pivotal role of metacognitive knowledge in fostering problem-solving skills and self-regulated learning. Positive attitudes further motivated students’ involvement. Situated in Kapalong, Davao del Norte, the study offers actionable insights to enhance mathematics teaching and learning among future educators.