This study examined the relationships among Core Teacher Support Adaptivity (Core TSA), metacognitive knowledge in mathematics, and mathematics performance among Grade 9 students at Agusan National High School, Butuan City. It also investigated whether metacognitive knowledge in mathematics mediates the relationship between perceived instructional adaptivity and mathematics achievement. A quantitative cross-sectional explanatory correlational design was employed. Data were collected from 300 students selected through proportional stratified random sampling. Instruments included the Questionnaire on Teacher Support Adaptivity (QTSA), the Metacognitive Knowledge in Mathematics Questionnaire (MKMQ), final mathematics grades, and scores from the Test of Fundamental Academic Skills (TOFAS). Data were analyzed using Spearman correlation, linear regression, and path analysis within a covariance-based structural equation modeling framework with bootstrapped estimates, implemented in R statistical software. Results showed that Core TSA significantly predicted final mathematics grades but did not significantly predict the TOFAS scores. In contrast, metacognitive knowledge in mathematics significantly predicted TOFAS scores but did not significantly predict final mathematics grades. Although metacognitive knowledge in mathematics was positively associated with both measures of mathematics achievement, mediation analysis indicated that it did not significantly mediate the relationship between Core TSA and mathematics performance. These findings suggest that instructional adaptivity primarily influences classroom-based achievement through direct instructional mechanisms, while metacognitive knowledge contributes independently to performance in standardized mathematics assessments, like the TOFAS. The results highlight the complementary yet distinct roles of instructional support and cognitive regulation in mathematics learning and underscore the importance of integrating metacognitive strategy development into classroom instruction to enhance students’ mathematical competence.
Ramos et al. (2026) studied this question.