Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 49 no. 7 (2025)

Grit, Metacognitive Awareness, and Mathematics Achievement Among Junior and Senior High School Students

Marry Ann Anore | Roullette P. Cordevilla | Ethel Nabor | Apolinario Lumbay Jr | Ace Uy

Discipline: Education

 

Abstract:

This study aimed to evaluate and determine the relationship between grit, metacognitive awareness, and mathematical achievement among junior and senior high school students at Estaca Integrated School, Estaca, Pilar, Bohol, during the 2024-2025 school year. This study further sought to determine the relationships between selected profile and grit, selected profile and metacognitive awareness, and selected profile and mathematics achievement. It also examined the predictive power of grit and metacognitive awareness on mathematics achievement. This study employed a descriptive quantitative research design, combining a survey and correlational approach. A total of 166 junior and senior high school students were confirmed as the respondents of this study through stratified random sampling. It utilized descriptive survey questionnaires to determine the students' profiles, grit, metacognitive awareness, and mathematics achievement. Results revealed that students were moderately gritty, had high metacognitive awareness, and demonstrated very satisfactory mathematics achievement. Moreover, it has also been found that there is no significant relationship between grit and metacognitive awareness, or between grit and mathematics achievement. On the other hand, a significant positive correlation was found between metacognitive awareness and mathematics achievement. It was also found that students' sex has significantly influenced their metacognitive awareness and mathematics achievement. The multiple regression analysis revealed that, although the overall model was statistically significant, metacognitive awareness was the only predictor of mathematics achievement. In contrast, grit was not a significant predictor of mathematics achievement. Based on the findings, a teacher training design was proposed to enhance mathematics instruction by integrating metacognitive strategies. Additionally, a gender-sensitive academic support initiative was proposed to address the observed performance gap among male students, aiming to enhance their metacognitive awareness and mathematical achievement through targeted interventions.



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