
Article History
Received: 25 June 2024
Accepted: 29 June 2024
Published: 11 July 2024
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Volume 2, Issue 1, 2nd Quarter 2024, pp. 109 – 118
Metacognition in General Science to Improve the Academic Performance of Students
Author:
Arvin F. Famarin
Abstract:
This study explored the impact of metacognition on academic performance in general science among 90
students at General Mariano Alvarez Technical High School in Barangay Poblacion 1, General Mariano Alvarez,
Cavite. Utilizing an experimental design, a pre-test and post-test were administered to both control (traditional)
and experimental (metacognition) groups. The sample predominantly comprised 14-year-old males. Initial
results showed low performance levels in both groups. However, post-test results indicated a significant
improvement, with the traditional group showing high performance and the metacognition group exhibiting very
high performance. Statistical analysis revealed a significant difference between pre-test and post-test scores
within both groups, highlighting the effectiveness of the metacognitive intervention. The findings suggest that
students in the metacognition group outperformed their peers in the traditional group, demonstrating the
substantial benefit of metacognitive strategies in enhancing academic performance.
Keywords: metacognition, academic performance, General Science, metacognitive tasks, metacognitive
strategies
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Article History
Received: 25 June 2024
Accepted: 29 June 2024
Published: 11 July 2024
Volume 2, Issue 1, 2nd Quarter 2024, pp. 109 – 118
Metacognition in General Science to Improve the Academic Performance of Students
Author:
Arvin F. Famarin
Abstract:
This study explored the impact of metacognition on academic performance in general science among 90
students at General Mariano Alvarez Technical High School in Barangay Poblacion 1, General Mariano Alvarez,
Cavite. Utilizing an experimental design, a pre-test and post-test were administered to both control (traditional)
and experimental (metacognition) groups. The sample predominantly comprised 14-year-old males. Initial
results showed low performance levels in both groups. However, post-test results indicated a significant
improvement, with the traditional group showing high performance and the metacognition group exhibiting very
high performance. Statistical analysis revealed a significant difference between pre-test and post-test scores
within both groups, highlighting the effectiveness of the metacognitive intervention. The findings suggest that
students in the metacognition group outperformed their peers in the traditional group, demonstrating the
substantial benefit of metacognitive strategies in enhancing academic performance.
Keywords: metacognition, academic performance, General Science, metacognitive tasks, metacognitive
strategies
Indexed:


Licensed by:

Submit Articles:
A. CURATED/INHOUSE JOURNALS
1. Journal Description
2. Select Journal
a. Declaration of Originality
b. Select the Journal
c. Paper Formatting
d. Initial Manuscript Submission
e. Peer Review Process
f. Manuscript Revision
g. Editing Services
h. Final Manuscript Submission
i. Acknowledgement to Publish
j. Copyright Matters
k. Inhouse Publication

Article History
Received: 25 June 2024
Accepted: 29 June 2024
Published: 11 July 2024
Volume 2, Issue 1, 2nd Quarter 2024, pp. 109 – 118
Metacognition in General Science to Improve the Academic Performance of Students
Author:
Arvin F. Famarin
Abstract:
This study explored the impact of metacognition on academic performance in general science among 90
students at General Mariano Alvarez Technical High School in Barangay Poblacion 1, General Mariano Alvarez,
Cavite. Utilizing an experimental design, a pre-test and post-test were administered to both control (traditional)
and experimental (metacognition) groups. The sample predominantly comprised 14-year-old males. Initial
results showed low performance levels in both groups. However, post-test results indicated a significant
improvement, with the traditional group showing high performance and the metacognition group exhibiting very
high performance. Statistical analysis revealed a significant difference between pre-test and post-test scores
within both groups, highlighting the effectiveness of the metacognitive intervention. The findings suggest that
students in the metacognition group outperformed their peers in the traditional group, demonstrating the
substantial benefit of metacognitive strategies in enhancing academic performance.
Keywords: metacognition, academic performance, General Science, metacognitive tasks, metacognitive
strategies
Indexed:


Licensed by:
