Cognitive Knowledge, Strategic Deployment, Metacognitive Regulation, and Mindset as Predictors of Students’ Problem – Solving Skills

Abstract

This study examined the influence of cognitive knowledge, strategic deployment, metacognitive regulation, and mindset on the mathematical problem-solving performance of Grade 7 students in public secondary schools. Using a quantitative-correlational design, data were collected from selected students in the Banga East District, South Cotabato. Instruments included a researcher-developed questionnaire and open-ended problem-solving tasks aligned with Polya’s framework. Findings revealed that all four factors significantly contribute to students’ problem-solving performance, with metacognitive regulation and strategic deployment emerging as strong predictors. Students demonstrated moderate proficiency in conceptual understanding but showed difficulties in planning, monitoring, and adapting strategies in non-routine tasks. Results also indicated that growth mindset and self-efficacy positively influence persistence and engagement. The study highlights the importance of integrating cognitive, strategic, metacognitive, and affective components in mathematics instruction. A holistic approach is recommended to enhance students’ ability to solve both routine and real-life mathematical problems.