Abstract
This study determined the impacts of metacognition in terms of Metacognitive Knowledge and Metacognitive Regulation on the mastery level of Grade 5 learners in Eugenio Llido Rañada Elementary School in Mathematics, English, and Science in times of emergencies and suspensions of in-person classes. This quantitative study employed a descriptive-correlational research design. This study used probability sampling in the selection of the respondents. The instruments utilized were questionnaires, modules, and lesson plans. The study found that the level of metacognition of the Grade 5 learners in modular distance learning continuity modality is a High Level. The mastery level of the learners in Mathematics is Approaching Proficiency. Also, the mastery level of English is Approaching Proficiency. In addition, the mastery level of the in Science is Approaching Proficiency. However, the metacognition of the Grade 5 learners is not related to their mastery level in Mathematics, English, and Science. Finally, an enhanced learning continuity plan in strengthening the learning continuity of the learners was developed in the study.
