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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Polemer M. Cuarto
Mindoro State University
Humanities Education Library & Information Science Social Sciences Other

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Cognitive and metacognitive learning strategies as correlates of university students’ mathematics proficiency Polemer M. Cuarto; Enya Marie D. Apostol
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.36934

Abstract

Mathematics remains one of the most difficult disciplines in the school curriculum. As such, strategies to address these difficulties are being implemented by educators over the years. This study aimed to determine the influence of the cognitive and metacognitive learning strategies on the mathematics proficiency of university freshmen. Specifically, it sought to assess how students’ use of various cognitive and metacognitive strategies relates to their performance in mathematics. A descriptive-correlational research design was employed to describe the prevailing levels of these learning strategies and examine their association with mathematics proficiency. Data were gathered from 80 randomly selected freshmen students through a validated researcher-made questionnaire and record analysis of their mathematics grades. Results revealed significant positive correlations between control, elaboration, rehearsal, planning, monitoring, and evaluation strategies with mathematics proficiency. The study recommends providing additional mathematics support to struggling students such as remedial and tutorial classes and integrating cognitive and metacognitive learning strategies into the mathematics syllabi. These findings imply that strengthening students’ cognitive and metacognitive awareness can significantly improve their ability to learn and perform in mathematics. Furthermore, integrating these strategies into instructional design may help develop more independent, reflective, and effective learners, leading to higher mathematics achievement.
Assisting peer on distance learning as intervention to improve students’ performance in mathematics: a cross-over study Janinne D. Villa Del Rey-Coderias; Polemer M. Cuarto
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.22896

Abstract

The global health pandemic necessitated a rapid shift to distance learning, prompting a need to explore effective instructional strategies. This study aimed to investigate the comparative effectiveness of assisting peer on distance learning (APDL) and conventional modular distance learning (CMDL) on grade 10 students’ performance in solving problems on circles and coordinate geometry. A quasi-experiment using cross-over design was employed, involving a control group (n=20) using CMDL and an experimental group (n=20) using APDL. Data were collected through pre-tests and post-tests and were treated statistically using paired and unpaired t-tests and cross-over t-test. Results revealed a significant difference in post-test scores, with the APDL group outperforming the CMDL group, without carry-over effects. Both methods contributed to knowledge acquisition, but peer collaboration significantly enhanced problem-solving abilities. The study concludes that APDL is an effective strategy for enhancing mathematical performance in distance learning. Therefore, it is recommended that APDL be integrated into distance learning programs, teacher training should be provided, and further research should be conducted to optimize its implementation and explore its long-term effects.
Classroom assessment approaches and student learning outcomes: the moderating role of teaching experience Polemer M. Cuarto; Harieth C. Cuarto
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.22536

Abstract

Maximizing student learning requires the use of effective classroom assessment. In this study, we examined the association between student learning outcomes (SLOs) and three classroom assessment approaches: assessment as learning (AaL), assessment for learning (AfL), and assessment of learning (AoL), while taking teacher experience into account as a potential moderator. Positive correlations between all three assessment techniques and SLOs were found in the research, suggesting that classrooms emphasizing student participation in assessment to receive feedback and improve learning achieve better outcomes. Interestingly, we uncover that teaching experience did not moderate this relationship, indicating that the positive effects of these practices were consistent across teachers with varying levels of experience within the studied range. Our findings emphasize the importance of incorporating comprehensive assessment practices encompassing AaL, AoL, and AfL into classroom instruction to optimize student learning. Future research should explore reasons behind differences in effect size and explore deeper into specific strategies most beneficial for each approach to create learning environment that foster deep learning for all students, regardless of teacher experience.
Co-Authors Enya Marie D. Apostol Harieth C. Cuarto Janinne D. Villa Del Rey-Coderias