The aim of this study was to identify the effect of Reality Therapy Group Counseling (RTGC) and metacognitive levels on student who failed their Mathemathics subject. Metacognitive Awareness
Inventory (Schraw and Dennison, 1994) was used to measure students’ metacognitive level. The study
conducted on 120 Form Four students who failed their Mathematics in their Form Three examination. This study utilized a quasi experimental with pre-test and post-test group design. The treatment group received eight sessions of RTGC with 90 minutes per session in two months while control group did not received any treatment. The results showed treatment group had a higher mean (mean=134.817; SD=31.708) after intervention compare to the control group (mean=116.283; SD=26.175) for metacognitive and all the
dimensions in metacognitive (declarative knowledge, procedural knowledge, conditional knowledge, planning, information management strategies, comprehension monitoring, debugging and evaluation).These finding shows that RTGC contributed as an important treatment in increasing metacognitive student who failed their
Mathematics subject
