Role of Metacognitive Awareness in Enhancing Persistence in Solving Mathematical Problems among Math Majors
Lourdes Angelica B. Ugpo *
Holy Cross of Davao College, Davao City, 8000, Philippines.
Mylene T. Tubo
Holy Cross of Davao College, Davao City, 8000, Philippines.
Carlito P. Yurango
Saint Francis Xavier College, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study investigated how metacognitive awareness contributes to the persistence of Davao Central College (Philippines) BSEd Mathematics majors in solving mathematical problems. Using a descriptive-correlational design, data were gathered from 100 math majors using the Metacognitive Awareness Inventory (MAI) and the Persistence in Mathematical Problem-Solving Scale. Results revealed very high metacognitive awareness (M=4.31) and high persistence (M=4.06), peaking during examinations (M=4.29) but lowest in take-home assignments (M=3.88). Pearson correlation showed a significant positive relationship (*r* = .528, *p* < .001), and regression analysis indicated metacognitive awareness explained 27.90% of the variance in persistence, suggesting additional factors influence persistence. The study concludes that students who plan, monitor, and regulate their thinking persist more effectively through challenges. It recommends integrating metacognitive strategy instruction into mathematics curricula to strengthen effort and resilience.
Keywords: Metacognitive awareness, persistence, mathematical problem-solving, knowledge about cognition, regulation of cognition