International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Volume 8 Issue 1
January-February 2026

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Metacognitive Strategies as a Tool for Building Students’ Confidence in Science

Author(s) Ms. Jensen Kay Beltran Norte, Ms. Ginalyn Rivero Rabino, Ms. Elizabeth Lascota Tragura, Dr. Jesus Paguigan
Country Philippines
Abstract This study investigates the impact of an instructional intervention designed to enhance students’ metacognitive skills in science education. Although science is widely valued by learners. The low prevalence of poor self-confidence among students is a serious problem in the field of science education, many students exhibit low confidence and self‑efficacy, often due to limited strategic tools for managing academic challenges. The intervention focuses on equipping students with cognitive and metacognitive capabilities such as plan, monitor, and evaluate their own work. The questionnaire was administered to both the experimental and control groups. A mixed method design with pretest–posttest measures was employed to compare students who received metacognitive instruction with those in traditional classrooms. The results indicated that students in the experimental group showed a notable increase in scores on the pre-test and post-test from the start to the end of the study. Students demonstrated progress in key areas of metacognition. By the end of the intervention, students in the experimental group excel compared to those on standardized Science assessments, particularly in tasks requiring higher-order thinking and open-ended problem-solving.
Keywords metacognition, science, education
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-02-04
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.67880
Short DOI https://doi.org/hbnpwb
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