Metacognitive Awareness and Numerical Proficiency of Bachelor of Secondary Education Major in Mathematics

This study investigates the relationship between metacognitive awareness and numerical
proficiency among Bachelor of Secondary Education (BSED) students majoring in Mathematics at
the University of Cabuyao during the academic year 2024–2025. Employing a descriptive
correlational research design, the study assessed metacognitive awareness in terms of knowledge
(declarative, procedural, and conditional) and regulation (planning, monitoring, and evaluating),
alongside numerical proficiency, which encompassed numerical literacy, skills, and aptitude. Data
were collected from 103 respondents using validated researcher-made instruments and analyzed
using statistical methods, including Spearman’s Rho. Findings revealed that respondents
demonstrated high levels of metacognitive awareness across all dimensions, with notable variability
in individual performance. Similarly, numerical proficiency was predominantly rated as high, with
numerical aptitude achieving the highest scores. A significant positive correlation was identified
between metacognitive awareness and numerical proficiency, underscoring the critical role of
metacognitive skills in enhancing mathematical competencies. The study highlights the importance
of fostering metacognitive practices to improve problem-solving, critical thinking, and adaptability
in mathematics education. These findings provide valuable insights for educators, curriculum
developers, and policymakers in designing targeted interventions to enhance metacognitive and
numerical skills among pre-service mathematics teachers. By addressing individual differences and
promoting reflective learning strategies, this research contributes to the development of competent
and adaptive mathematics educators capable of meeting the demands of 21st-century education.