Assessing the Metacognitive Skills of Sophomore Students of Manila Science High School in Mathematical Problem Solving

This study assessed the metacognitive skills of sophomore students at Manila Science High School in mathematical problem solving to identify the most used and least used skills, determine whether these skills vary according to gender and mathematics achievement, and examine the relationship between metacognitive skills and problem-solving performance. Using the descriptive-correlational research design with 83 selected respondents, data was gathered through a validated self-assessment questionnaire, open-ended word problem tests, and interview questions. Results revealed that awareness and planning were the most used metacognitive skills while evaluation was the least used, metacognitive skills did not significantly differ by gender or across levels of mathematics achievement, and a moderate positive significant relationship existed between metacognitive skills and mathematical problem-solving performance. Based on these findings, it is recommended that mathematics integrate explicit metacognitive practices with special focus on strengthening evaluation skills, provide reflective learning activities across disciplines, and extend similar studies to other grade levels and school types to further understand and foster metacognitive development among learners.