Abstract
The study examined the relationship between metacognitive knowledge, metacognitive regulation, and problem-solving performance among Grade 9 students at Balele Integrated High School. Anchored on the principles of metacognition and problem-solving theory, the study aimed to determine the levels of students' metacognitive abilities and their association with specific components of problem-solving skills. A descriptive-correlational design was utilized, involving 123 Grade 9 students selected through stratified random sampling. Data were gathered using a validated, researcher-made metacognitive questionnaire and a problem-solving test, both of which were evaluated through a structured rubric. Results revealed that students demonstrated a high level of metacognitive regulation, with composite mean scores of 3.70 in planning, 3.50 in monitoring, and 3.52 in evaluation—each interpreted as "Highly Manifested." Similarly, 52% of students were rated Excellent in declarative knowledge, 49% in procedural knowledge, and 43% in conditional knowledge. Problem-solving skills were also high, with 98% of students rated Excellent in "Read and Think," 97% in "Explore," and 93% in "Select a Strategy." However, Pearson correlation analysis showed a weak negative relationship between metacognitive regulation and the problem-solving component "Select a Strategy" (r = -0.238), and a weak positive relationship between metacognitive regulation and "Find and Answer" (r = 0.300). No significant relationship was found between metacognitive knowledge and problem-solving skills, suggesting the independence of the two variables. These findings imply that while students exhibit strong metacognitive awareness, its influence on specific problem-solving processes varies, highlighting the need for targeted instructional interventions.
