Overview

Original Research

THE METACOGNITIVE ASPECTS ON STUDENTS’ PERFORMANCE IN STATISTICS

MON CARLO B. REAL 1, JAN CLEO D. CANOY 2, AILEEN JOYCE J. LIM 3, EDWARD ROWE M. ALELUYA 4, and WENCESLAO A. CORONADO 5.

Vol 19, No 11 ( 2024 )   |  DOI: 10.5281/zenodo.14065866   |   Author Affiliation: STEM Strand Coordinator, La Salle Academy, Iligan City Philippines 1; Associate Professor, College of Education and Social Sciences, Mindanao State University, Naawan 2; Assistant Professor, College of Education and Social Sciences, Mindanao State University, Naawan 3; Associate Professor, College of Education and Social Sciences, Mindanao State University, Naawan 4; PhD, Professor, College of Education and Social Sciences, Mindanao State University, Naawan 5.   |   Licensing: CC 4.0   |   Pg no: 76-90   |   Published on: 06-11-2024

Abstract

This study assessed the effects of a metacognitive module on Grade 11 students’ statistical reasoning, independent learning skills, and decision-making ability at La Salle Academy. Using a quasi-experimental design with 142 students, Wilcoxon analysis revealed significant gains in all areas. Spearman’s rho showed positive correlations between statistical reasoning and independent learning, and between independent learning and decision-making skills. Students' feedback highlighted increased self-awareness and problem-solving confidence. Findings suggest that metacognitive strategies effectively enhance statistical and cognitive skills, supporting the value of such interventions in statistics education.

Keywords

Metacognition, Statistical Reasoning, Independent Learning, Decision-Making.