Cognitive and Metacognitive Learning Strategies and Its Relationship with the Academic Performance of the Grade Six Pupils in Sirawai Central School, Sirawai District, Schools Division of Zamboanga Del Norte
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E7/2026-05Keywords:
cognitive and metacognitive learning strategies, academic Performance, grade six pupils, Sirawai District, Department of EducationAbstract
This study aimed to determine the cognitive and metacognitive learning strategies and their relationship with the academic performance of the grade six pupils in Sirawai Central School, Sirawai District, Schools Division of Zamboanga del Norte, during the School Year 2025-2026. It utilized survey and descriptive-correlational research methods. There were two hundred eighteen (218) grade six pupils who served as respondents. Weighted mean, standard deviation, and Spearman Rank-Order Correlation Coefficient (Spearman rho) were the statistical tools used with JAMOVI as the statistical software. The perceived level of cognitive and metacognitive learning strategies was high. Rehearsal obtained the highest average weighted value (3.72), followed by metacognitive self-regulation (3.65), critical thinking (3.64), and elaboration (3.63). The organization obtained the lowest average weighted value (3.39) and is interpreted as average. The level of academic performance was satisfactory (AWV=2.88). Cognitive and metacognitive learning strategies and academic performance were not significantly related. Based on the findings, the author recommends that the Department of Education, Zamboanga del Norte Division would develop and implement division-wide programs that would address the structural barriers to academic achievement, particularly those related to family income, ethnic background, and parental education. This would include expanding access to school feeding programs, learning resource subsidies, and targeted support for Muslim and indigenous learners. School Principals, through the teachers would provide explicit instruction in organization strategies, particularly outlining, diagramming, and structured note-taking, to address the identified weakness in this domain. Integrate these strategies across all subject areas to help pupils systematically structure and synthesize information.
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Copyright (c) 2026 Apple P. Mortejo, MAEM, Marjun D. Mortejo, MAEM , Leo C. Naparota, PhD (Author)
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