Assessing the influence of metacognitive skills training on math achievement in junior high students of Del Pilar academy/ (Record no. 15803)

000 -LEADER
fixed length control field 02824nam a22002297a 4500
001 - CONTROL NUMBER
control field 15803
003 - CONTROL NUMBER IDENTIFIER
control field OCLRC
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260731013017.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 240604t xxu||||| |||| 00| 0 eng d
040 ## - CATALOGING SOURCE
Original cataloging agency OCLRC
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number (Call Number) T 370 2024 508
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Tienzo, Joshua V.
245 ## - TITLE STATEMENT
Title Assessing the influence of metacognitive skills training on math achievement in junior high students of Del Pilar academy/
Statement of responsibility, etc. Joshua V. Tienzo.
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc. Parañaque City:
Name of publisher, distributor, etc. Olivarez College,
Date of publication, distribution, etc. 2024.
502 ## - DISSERTATION NOTE
Dissertation note Master Thesis
520 ## - SUMMARY, ETC.
Summary, etc. A metacognitive skills training program in a junior high school yielded significant results, boosting students' awareness of their thinking processes during math problem-solving assessment. The program was grounded from four major frameworks: Information Processing Theory, Social Cognitive Theory, Constructivism, and Self-Regulated Learning Theory. These frameworks aimed to investigate how the program affects a wide range of learners, how students exhibit metacognitive strategies, the correlation between initial metacognitive awareness, math achievement, and confidence, and to develop a program that aligns math awareness and learning pace with math learning outcome. The program translated to increased confidence, strategic planning, and progress monitoring while tackling math problems. The assessment further concluded that training fosters a growth mindset which is achieved by encouraging students to reflect on solutions, identify areas for improvement, and regulate emotions. This paradigm shift from rote memorization and formulas to understanding and strategic application empowered students. This newfound perspective likely contributed to improved exam scores across all grades, with the strongest effect seen in Grades 7 and 8. This suggests the program effectively built foundational metacognitive skills for math problem-solving. However, the impact on Grades 9 and 10 was less significant, highlighting the need for further development to address the growing complexity of math encountered in higher Grades. This study underscores the potential of such programs to enhance math achievement, especially for younger students. It emphasizes the importance of tailoring interventions to the specific needs of students at different grade levels. The study also highlights the diverse levels of metacognitive skills among learners, suggesting educators consider individual needs despite current classroom structures. With these positive outcomes, the study demonstrates the value of specific interventions which aims for student growth, potentially acting as a catalyst for broader educational reform.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Meta-cognitive skills.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Math achievement.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Training program.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Math confidence.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Theses/Dissertation
Location (call number prefix code) T 370 2024 508
Holdings
Withdrawn status Lost status Piece physical condition (Damaged Status) Not for loan Home library Current library (holdingbranch) Date acquired Total checkouts Full call number Date last seen Price effective from Koha item type
        Olivarez College Learning Resource Center Graduate School Library 07/31/2026   T 370 2024 508 07/31/2026 07/31/2026 Theses/Dissertation