The Effect of Student Metacognitive Awareness on Academic Performance in Mathematics of Grade Ten Learners

This study aims to determine the student's a) level of academic performance in mathematics, b) the level of metacognitive awareness, and c) the relationship between academic performance and metacognitive awareness in mathematics. A quantitative correlational design was employed with 52 Grade 10 students of Valencia National High School officially enrolled in the school year 2024 – 2025. The results reveal that a) student's mean score for their academic performance is 84.62, classifying them as “Satisfactory level” This mean score is subdivided by these: there were (23.08%) had an outstanding level of academic performance, which means that 12 out of 52 students got the grade of 90 to 100. 25% or 13 students obtained the level of very satisfactory; 38.46% or 20 students obtained the level of satisfactory; and lastly, 13.46% or 7 students obtained the level of fairly satisfactory, and no participants obtained below 75. In b) level of metacognitive awareness with an overall mean of 3.56 interpreted as “High Metacognitive awareness”. The sub variable Declarative knowledge obtained a high mean of 3.66, interpreted as “High Metacognitive awareness,” followed by Conditional knowledge obtained a mean of 3.59, interpreted as “High Metacognitive awareness”, and lastly the sub variable Procedural knowledge obtained the lowest mean of 3.45, interpreted as “Moderate Metacognitive awareness”. Lastly, the findings c) reveal that the academic performance and metacognitive awareness of students have a moderate positive correlation, by having a Pearson r value of 0.397, implying that the students with a higher level of metacognitive awareness tend to achieve better academic performance