Abstract
This study explored the impact of metacognition on academic performance in general science among 90 students at General Mariano Alvarez Technical High School in Barangay Poblacion 1, General Mariano Alvarez, Cavite. Utilizing an experimental design, a pre-test and post-test were administered to both control (traditional) and experimental (metacognition) groups. The sample predominantly comprised 14-year-old males. Initial results showed low performance levels in both groups. However, post-test results indicated a significant improvement, with the traditional group showing high performance and the metacognition group exhibiting very high performance. Statistical analysis revealed a significant difference between pre-test and post-test scores within both groups, highlighting the effectiveness of the metacognitive intervention. The findings suggest that students in the metacognition group outperformed their peers in the traditional group, demonstrating the substantial benefit of metacognitive strategies in enhancing academic performance.
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