Journal of Social Science and Human Research Studies (JSSHRS)

Cognitive and Metacognitive Learning Strategies and Its Relationship with the Academic Performance of the Grade Six Pupils in Sirawai Central School, Sirawai District, Schools Division of Zamboanga Del Norte

Mortejo, Apple P., Mortejo, Marjun D., Naparota, Leo C.

7 July 2026 · Vol. 2, Issue 7, pp. 959-970

DOI: 10.65150/EP-jsshrs/V2E7/2026-05

Abstract

This study aimed to determine the cognitive and metacognitive learning strategies and their relationship with the academic performance of the grade six pupils in Sirawai Central School, Sirawai District, Schools Division of Zamboanga del Norte, during the School Year 2025-2026. It utilized survey and descriptive-correlational research methods. There were two hundred eighteen (218) grade six pupils who served as respondents. Weighted mean, standard deviation, and Spearman Rank-Order Correlation Coefficient (Spearman rho) were the statistical tools used with JAMOVI as the statistical software. The perceived level of cognitive and metacognitive learning strategies was high. Rehearsal obtained the highest average weighted value (3.72), followed by metacognitive self-regulation (3.65), critical thinking (3.64), and elaboration (3.63). The organization obtained the lowest average weighted value (3.39) and is interpreted as average. The level of academic performance was satisfactory (AWV=2.88). Cognitive and metacognitive learning strategies and academic performance were not significantly related. Based on the findings, the author recommends that the Department of Education, Zamboanga del Norte Division would develop and implement division-wide programs that would address the structural barriers to academic achievement, particularly those related to family income, ethnic background, and parental education. This would include expanding access to school feeding programs, learning resource subsidies, and targeted support for Muslim and indigenous learners. School Principals, through the teachers would provide explicit instruction in organization strategies, particularly outlining, diagramming, and structured note-taking, to address the identified weakness in this domain. Integrate these strategies across all subject areas to help pupils systematically structure and synthesize information.

Read the full text on Journal of Social Science and Human Research Studies →The full peer-reviewed article and PDF are hosted on the journal's site (the version of record).

Mortejo, Apple P., Mortejo, Marjun D., Naparota, & Leo C. (2026). Cognitive and Metacognitive Learning Strategies and Its Relationship with the Academic Performance of the Grade Six Pupils in Sirawai Central School, Sirawai District, Schools Division of Zamboanga Del Norte. Journal of Social Science and Human Research Studies, 2(7), 959-970. https://doi.org/10.65150/EP-jsshrs/V2E7/2026-05

@article{Mortejo2026,
  title   = {Cognitive and Metacognitive Learning Strategies and Its Relationship with the Academic Performance of the Grade Six Pupils in Sirawai Central School, Sirawai District, Schools Division of Zamboanga Del Norte},
  author  = {Mortejo and Apple P. and Mortejo and Marjun D. and Naparota and Leo C.},
  journal = {Journal of Social Science and Human Research Studies},
  year    = {2026},
  volume  = {2},
  number  = {7},
  pages   = {959-970},
  doi     = {10.65150/EP-jsshrs/V2E7/2026-05},
  url     = {https://doi.org/10.65150/EP-jsshrs/V2E7/2026-05}
}

← Back to all articles