Abstract
This study investigates the relationship between high school students' metacognitive awareness—specifically in planning, monitoring, and evaluation—and their Chemistry problem-solving skills, framed by Polya’s four steps of problem-solving: understanding the problem, devising a plan, implementing the plan, and re-evaluation. Conducted with students from MSU-Lanao National College of Arts and Trades (MSU-LNCAT) during the Academic Year 2023-2024, the research utilized a non-experimental quantitative design with a predictive correlational approach. Data were collected using the Metacognitive Awareness Inventory (MAI) and the Chemistry Problem-Solving Test Questionnaire (PSTQ). Descriptive statistics and Kendall’s Tau Correlation were applied for analysis, revealing that while students demonstrated high metacognitive awareness and strong problem-solving skills, no significant correlation was found between these variables (p-value = 0.566, Kendall’s Tau = 0.046). This unexpected result suggests that further investigation is needed to explore the factors influencing the relationship between metacognitive awareness and Chemistry problem-solving skills.
