Relationship Between the Cooperative Learning Method and Metacognitive Skills Among Grade Six Learners

This study examined the relationship between cooperative learning strategies and metacognitive skills among Grade 6 learners in Social Studies in San Fernando District II, Division of Bukidnon, during the School Year 2025–2026. Specifically, it determined the extent of implementation of cooperative learning strategies, group discussion, peer teaching, the jigsaw technique, think–pair–share, and collaborative projects, and assessed learners’ metacognitive skills in planning, monitoring, and evaluating.
A descriptive–correlational research design was employed, involving 135 Grade 6 learners selected through simple random sampling. Data were collected using adapted instruments from Fernandez-Rio et al. (2017) and Altindag and Senemoglu (2013). The instruments demonstrated strong internal consistency, with Cronbach’s alpha coefficients of 0.93 for cooperative learning strategies and 0.91 for metacognitive skills. Construct validity was established through expert validation and pilot testing.

Cooperative learning strategies, metacognitive skills, group discussion, peer teaching

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