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Abstract
Learning requires processes such as planning, application, regulation, and reflection, which are facets of metacognition. Studies have shown that metacognition is associated with problem-solving skills. These findings open the need to identify specific metacognitive problem-solving experiences (MPSE) related to mathematics performance. Thus, this study attempts to determine the prevalence and extent of students' metacognitive problem-solving experiences and hypothesize the relationship between these experiences and the mathematics problem-solving performance of 87 first-year college students. A descriptive-correlation method was employed, utilizing a 30-item multiple-choice problem-solving test and a grounded theory-based researchers-developed instrument called Divinagracia-Villanueva Metacognitive Problem-Solving Experiences (DVMPSE) Questionnaire with 78 items across seven metacognitive domains. The findings showed that all seven MPSE domains were used to a high extent; however, there was no significant correlation (ρ = 0.008, p = .944) between their use and students' problem-solving performance. This lack of correlation suggests that applying MPSE alone does not guarantee improved outcomes. The results of the study align with the systematic grounded theory on how metacognition facilitates mathematical problem-solving, which posits that effective problem-solving requires not only the use of metacognitive experiences but also a deep understanding of students' ability to select and adapt those experiences appropriately. The findings, therefore, imply that using these experiences may be ineffective without instructional alignment. The result of this study suggests and recommends further study integrating explicit metacognitive instruction and MPSE within mathematics curricula, emphasizing the need for teachers to foster metacognitive awareness and adaptability among students to improve problem-solving performance.
