METACOGNITIVE AWARENESS OF GRADE 8 STUDENTS AT ROXAS NATIONAL HIGH SCHOOL: ITS RELATION TO STUDENTS' MATHEMATICAL PROBLEM-SOLVING SKILLS

This study investigates the meta-cognitive awareness of Grade 8 students at Roxas National High School and its relationship to their ability to solve similar types of mathematical problems in intermediate algebra. Meta-cognitive awareness plays a crucial role in problem-solving, particularly in mathematics, where students' ability to plan, monitor, and evaluate their thinking process is essential for success. Despite the importance of this skill, students often struggle with applying mathematical concepts to real-life situations. This study aims to assess the meta-cognitive awareness of students in solving algebraic problems, focusing on both their knowledge of cognition and regulation of cognition. By using tools like the Metacognitive Awareness Inventory (MAI) and analyzing students' performance in algebra, the research explores the connection between students' awareness of their cognitive processes and their mathematical problem-solving abilities. The results show a significant relationship between students' meta-cognitive strategies and their proficiency in algebra, with planning and conditional knowledge being key factors in effective problem-solving. The study concludes by providing recommendations for teachers, students, and school leaders to enhance metacognitive skills, ultimately improving students' performance in mathematics.