THE METACOGNITIVE ASPECTS ON STUDENTS' PERFORMANCE IN STATISTICS

Abstract This study assessed the effects of a metacognitive module on Grade 11 students’ statistical reasoning, independent learning skills, and decision-making ability at La Salle Academy. Using a quasi-experimental design with 142 students, Wilcoxon analysis revealed significant gains in all areas. Spearman’s rho showed positive correlations between statistical reasoning and independent learning, and between independent learning and decision-making skills. Students' feedback highlighted increased self-awareness and problem-solving confidence. Findings suggest that metacognitive strategies effectively enhance statistical and cognitive skills, supporting the value of such interventions in statistics education.