Metacognitive Skills as Predictors of Science Academic Success Among Senior High School Students

Abstract

This study examined the relationship between metacognitive skills and science academic achievement among Senior High School students at a certain school in Misamis Occidental, Philippines, during the School Year 2025-2026. Specifically, the study assessed students’ metacognitive skills in terms of planning, monitoring, and evaluating, and identified which component best predicts science academic achievement. A quantitative descriptive-correlational research design was employed involving 203 Grade 11 students selected through simple random sampling. Data were gathered using the Metacognitive Awareness Inventory (MAI) and students’ science grades. Results revealed that students demonstrated a high level of metacognitive skills and an outstanding level of science academic achievement. Findings further showed that overall metacognitive skills had no significant relationship with science academic achievement. However, monitoring metacognitive skill showed a significant relationship and emerged as the best predictor of students’ science academic success. The study highlights the importance of strengthening students’ monitoring skills to improve academic performance in science.