Mediation of Online Learning Performance on The Effect ‎of‎Metacognition on Mathematics Achievement

Romer C. Castillo

doi:10.14419/arb93x39

Article Details

Mediation of Online Learning Performance on The Effect ‎of‎Metacognition on Mathematics Achievement

Authors:

Romer C. Castillo

Publisher:

Science Publishing Corporation

Journal:

International Journal of Basic and Applied Sciences Vol.14 Issue 7, pp.424-435

Document Type:

Article

Publication Date:

11/2025

Document Language:

English

Document ID (Org No.):

2001387546

pISSN:

2227-5053

DOI:

10.14419/arb93x39

Keywords:

Abstract:

 The purpose of the study is to establish the relationships among metacognition, online learning performance, and mathematics achievement. ‎More particularly, it aims to determine the effects of metacognitive knowledge and metacognitive regulation on mathematics achievement ‎and the mediating role of online learning performance on these effects. The study employs linear regression and the Sobel test for its mediation ‎analysis using the data gathered from 311 students who answered the survey questionnaire. Results showed that most students have high ‎levels of metacognitive knowledge and metacognitive regulation, with satisfactory online learning performance, and attain mathematical ‎proficiency. Both metacognitive knowledge and metacognitive regulation have significant positive effects on mathematics achievement and ‎on online learning performance. However, online learning performance does not significantly mediate the effect of each of the metacognitive ‎knowledge and metacognitive regulation on mathematics achievement. Therefore, mathematics educators and institutions should exert efforts ‎and develop strategies to enhance the students’ metacognition for better mathematics achievement and online learning performance. They ‎may also either enhance their online learning platforms or revert to traditional classroom learning settings for mathematics courses, but further studies on this matter are suggested before deciding‎.

Article Details

Mediation of Online Learning Performance on The Effect ‎of‎Metacognition on Mathematics Achievement

Authors:

Romer C. Castillo

Publisher:

Science Publishing Corporation

Journal:

International Journal of Basic and Applied Sciences Vol.14 Issue 7, pp.424-435

Document Type:

Article

Publication Date:

11/2025

Document Language:

English

Document ID (Org No.):

2001387546

pISSN:

2227-5053

DOI:

10.14419/arb93x39

Mathematics Achievement

Metacognition

Metacognitive Knowledge

Metacognitive Regulation

Online Learning Performance

Issues

Article Details

Mediation of Online Learning Performance on The Effect ‎of‎Metacognition on Mathematics Achievement

Authors: Romer C. Castillo

Publisher: Science Publishing Corporation

Journal: International Journal of Basic and Applied Sciences Vol.14 Issue 7, pp.424-435

Document Type: Article

Publication Date: 11/2025

Document Language: English

Document ID (Org No.): 2001387546

pISSN: 2227-5053

DOI: 10.14419/arb93x39

Mathematics Achievement

Metacognition

Metacognitive Knowledge

Metacognitive Regulation

Online Learning Performance

Issues

Authors:

Romer C. Castillo

Publisher:

Science Publishing Corporation

Journal:

International Journal of Basic and Applied Sciences Vol.14 Issue 7, pp.424-435

Document Type:

Article

Publication Date:

11/2025

Document Language:

English

Document ID (Org No.):

2001387546

pISSN:

2227-5053

DOI:

10.14419/arb93x39