METACOGNITIVE INSTRUCTION: AN INTERVENTION IN ENHANCING PUPILS’ MATHEMATICAL SKILLS

Educational Management

Generally, this study aimed to determine the influence of teachers’ metacognitive instruction practices on pupils’ mathematical skills. Specifically, the study was conducted to describe the extent of metacognitive instruction practice by the respondent; level of pupils’ mathematical skills; relationship between metacognitive instruction and pupils’ mathematical skills; and influence of metacognitive instruction on pupils’ mathematical skills. The one hundred twenty-four grade 6 elementary pupils’ and thirteen grade 6 teachers of Kabacan Cluster, Special Geographic Area Division under Bangsamoro Autonomous Region of Muslim Mindanao, during the school year 2022-2023. Mean was used to determine the extent of teachers’ metacognitive instruction practices and pupils’ mathematical skills. Hypotheses of the study were tested using multiple regression analysis. Result revealed that in terms of teachers’ metacognitive instruction practices, teachers consistently demonstrated their knowledge, experience and skill in teaching mathematics. Moreover, in pupils’ mathematical skills, they have showed outstanding performance in solving numerical and word problems. Pertaining to correlation, it can be gleaned in the result that variables of teachers’ metacognitive instruction practices particularly knowledge and skill are significantly related to pupils’ mathematical skills. Result also revealed that teachers’ metacognitive instruction practices significantly influence the pupils’ mathematical skill; significantly influence pupils’ mathematical skills in terms of solving word problems, where teacher’ knowledge and skill were found to the best predictors and significantly influence pupils’ mathematical skills in terms of solving numerical problems in which skill was the best predictors. Hypotheses of the study were rejected because probability value is significantly lesser than 0.05.

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