Metacognitive Strategies: Their Effects on Students' Academic Achievement and Engagement in Mathematics

This study investigated the effects of metacognitive strategies on student’s academic achievement and engagement in Mathematics. It was conducted in Aplaya National High School, Schools Division of Misamis Oriental, Philippines, during the school year 2015-2016. A total of 60 Grade 9 students were the participants of the study. Pretest-Posttest Quasi-Experimental research design was used. The data were gathered using the researchermade academic achievement test and engagement scale in Mathematics. Mean and standard deviation were used to describe the data. One-way analysis of co-variance (ANCOVA) was utilized to test if the significant differences existed between the experimental and the control groups, while Pearson Product Moment Correlation was used to test if there is a significant relationship between the two groups. Findings revealed that the academic achievement of Grade 9 students when taught using metacognitive strategies was Very Satisfactory; while the students taught with the conventional teaching strategies was Fairly Satisfactory. There was a significant difference in the academic achievement of students in Mathematics in favor of the experimental group. Moreover, the engagement in Mathematics of both groups was on the average level, but there was no significant difference between them. In addition, there is a significant relationship between students' academic achievement and engagement in Mathematics