Mathematical Metacognitive Skills and Academic Resilience of Mathematics Education Students: A Mixed- methods Study

Abstract

This study explored how mathematical metacognitive skills relate to academic resilience among mathematics education students from a local college in Davao del Norte. Implementing both qualitative and quantitative strategies, data were gathered from 131 students through structured questionnaires, while deeper insights came from in-depth interviews and group discussions involving 14 purposively selected informants. The results showed that students generally had high levels of both metacognitive skills and resilience. A significant positive correlation, r(129) = .534, p < .05, suggested that those better at regulating their thinking and problem-solving were also more capable of returning from academic challenges. This correlation corresponds to a large effect size of approximately Cohen’s d = 1.27, indicating that the relationship is not only statistically significant but also practically meaningful in real educational settings. Students shared stories of struggling to manage their learning, yet many described how they learned to reflect on their mistakes, seek support from classmates, and take more initiative over time. Taken together, the findings show that metacognitive skills have a meaningful impact on helping learners stay strong and succeed in the face of academic pressure. This points to the value of embedding metacognitive training in math education, encouraging peer support, and creating learning spaces that help students grow not just academically, but personally as well