Exploring Mathematics Metacognitive Knowledge among Preservice Teachers: Basis for Curricular Enhancement

In our research studies entitled “Assessing Mathematics Metacognitive Knowledge among Preservice Teacher,” we gathered a total of 147 participants to partake in our research studies on Zamboanga Peninsula Polytechnic State University under the College of teacher education departments. Our variable has three subscales in metacognitive knowledge to ensure how they approach mathematics in their daily classes in the given subject.Cognitive/Metacognitive Strategies, CompetenceEnhancing Strategies, and Avoidance Strategies this subscale was used in the questionnaire through an online form like the platform of google application. We used various statistical tools to ensure the accuracy of the data given by the participants. During the survey results, we have 45 males and 102 females. Most participants in the study are 18-22 with 115 participants, while the least is between 33-37 with 3. At the year level, the one who contributed to our research study is 1st to 3rd year. 1st year has 35, 2nd has 61 and 3rd is 41 while the least is 4th is 10. The course category with the highest number of participants who partakes our research is BTVTED with a 46, while between the middle of the pact is BEED and BPED with participants of BEED is 34 and BPED is 31 while the least is BTLED with 17 participants. The highest mean level is the cognitive/metacognitive strategies with a 4.145, while the highest standard deviation is avoidance strategies with a 0.718. our correlation result has a moderate positive correlation, and the two tables have a negligible correlation. T-test results have one variable that rejects the null hypothesis and the other two variables that the null hypothesis is not rejected. Lastly, the development of the Analysis of variance between the Year level and course that all three variables have considered that the null hypothesis is not rejected.