Mediation of Online Learning Performance on The Effect ‎of‎Metacognition on Mathematics Achievement

  • Authors

    https://doi.org/10.14419/arb93x39

    Received date: July 20, 2025

    Accepted date: November 8, 2025

    Published date: November 16, 2025

  • Mathematics Achievement; Metacognition; Metacognitive Knowledge; Metacognitive Regulation; Online Learning Performance

  • Abstract

    The purpose of the study is to establish the relationships among metacognition, online learning performance, and mathematics achievement. ‎More particularly, it aims to determine the effects of metacognitive knowledge and metacognitive regulation on mathematics achievement ‎and the mediating role of online learning performance on these effects. The study employs linear regression and the Sobel test for its mediation ‎analysis using the data gathered from 311 students who answered the survey questionnaire. Results showed that most students have high ‎levels of metacognitive knowledge and metacognitive regulation, with satisfactory online learning performance, and attain mathematical ‎proficiency. Both metacognitive knowledge and metacognitive regulation have significant positive effects on mathematics achievement and ‎on online learning performance. However, online learning performance does not significantly mediate the effect of each of the metacognitive ‎knowledge and metacognitive regulation on mathematics achievement. Therefore, mathematics educators and institutions should exert efforts ‎and develop strategies to enhance the students’ metacognition for better mathematics achievement and online learning performance. They ‎may also either enhance their online learning platforms or revert to traditional classroom learning settings for mathematics courses, but further studies on this matter are suggested before deciding‎.

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  • How to Cite

    Castillo, R. C. . (2025). Mediation of Online Learning Performance on The Effect ‎of‎Metacognition on Mathematics Achievement. International Journal of Basic and Applied Sciences, 14(7), 424-435. https://doi.org/10.14419/arb93x39