Exploring Metacognitive Teaching Strategies in Science among High Schools in the Division of Batangas City

Abstract

This study investigated the utilization and usefulness of metacognitive teaching strategies in Science instruction among high school science teachers in Batangas City during the school year 2025–2026. Employing a quantitative research design, data were collected from 98 selected Science teachers across 10 districts using a validated researcher-made survey questionnaire. 

The study examined five strategies—self-questioning, concept mapping, think-pair-share, reflective journaling, and problem-solving—rated on a 4-point Likert scale, with statistical analyses including weighted mean, composite mean, ranking, and Pearson’s r correlation coefficient. 

Findings revealed that concept mapping, think-pair-share, and problem-solving were highly utilized, while self-questioning and reflective journaling were only moderately utilized. Teachers perceived metacognitive strategies as highly useful in enhancing academic achievement, classroom engagement, self-reflection and feedback, and critical thinking skills. 

Correlation results showed that collaborative and reflective strategies such as think-pair-share, reflective journaling, and problem-solving consistently demonstrated significant positive relationships with instructional outcomes, whereas self-questioning and concept mapping had weak or non-significant relationships. Challenges faced by teachers were generally moderate, with large class sizes, diverse student backgrounds, and systemic constraints identified as the most pressing issues, while lack of familiarity and administrative support were less critical. 

Based on these findings, enhancement activities were proposed, including sustained professional development, curriculum and workload adjustments, provision of resources and digital tools, improved classroom management strategies, stronger student engagement initiatives, and institutional leadership support. Overall, the study concludes that metacognitive strategies are vital in strengthening Science instruction, but their usefulness depends on consistent application, adequate support, and alignment with collaborative and reflective practices. Recommendations emphasized sustaining highly utilized strategies, reinforcing moderately applied ones, addressing classroom challenges, and institutionalizing activities to ensure effective and sustainable metacognitive instruction.