Metacognitive Awareness, Attitude and Academic Performance of Students in Mathematics

This study examined the relationship between metacognitive awareness, attitude toward mathematics, and academic performance in mathematics among Grade 11 students in a senior high school in the Division of Bacolod City during the SY 2025-2026. A quantitative-descriptive correlational research design was employed involving 124 Grade 11 students. Data were gathered using a Metacognitive Awareness Inventory, an Attitude toward Mathematics Scale, and students' mathematics grades to measure academic performance. The findings revealed that students demonstrated high levels of metacognitive awareness and positive attitudes toward mathematics, while their academic performance was rated very satisfactory. The study further found significant positive relationships between metacognitive awareness and academic performance, as well as between attitude toward mathematics and academic performance. These findings indicate that students with higher metacognitive awareness and more positive attitudes toward mathematics tend to perform better academically. The results underscore the importance of developing students' metacognitive skills and fostering positive attitudes toward mathematics to enhance academic achievement.

Mathematics remains one of the most essential yet challenging subjects

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