000			02824nam a22002297a 4500
001			15803
003			OCLRC
005			20260731013017.0
008			240604t xxu||||| |||| 00| 0 eng d
040			_aOCLRC
082			_aT 370 2024 508
100			_aTienzo, Joshua V.
245			_aAssessing the influence of metacognitive skills training on math achievement in junior high students of Del Pilar academy/ _cJoshua V. Tienzo.
260			_aParañaque City: _bOlivarez College, _c2024.
502			_aMaster Thesis
520			_aA 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			_aMeta-cognitive skills.
650			_aMath achievement.
650			_aTraining program.
650			_aMath confidence.
942			_cTHES _jT 370 2024 508
999			_c15803 _d15803