Metacognition, Learning Strategies, Motivation, and Problem-Solving Skills as Predictors of Science Achievement among Allied Medical Sciences Students

AUTHOR(S)

VERONICA S. ROQUE, MAEd MARLON B. MARVILLA, MAEd FELICIANA JACOBA, EdD CRISTO MARK D. ANCHETA, PhD JANNEA LYN ESTARDO BRANDO C. PALOMAR, PhD

ABSTRACT

—— This study investigated the relationships among metacognition, learning strategies, learning motivation, problem-solving skills, and science achievement of Allied Medical Sciences students. Using a descriptive–correlational research design, data were collected from 281 students enrolled in nursing and allied health programs through validated instruments, including the Metacognitive Skills Scale, Revised Approaches to Studying Inventory, Science Motivation Questionnaire II, and a problem-solving skills scale. Pearson correlation analysis and structural equation modeling were employed to examine the relationships among variables. Results revealed a moderate positive correlation between metacognition and learning strategies (r = 0.68) and between metacognition and academic achievement (r = 0.61). Learning motivation demonstrated a moderate positive relationship with academic achievement (r = 0.65), while learning strategies and problem-solving skills showed negligible correlations with achievement. The findings suggest that metacognitive awareness and learning motivation are key predictors of science achievement among allied medical students. The study underscores the importance of integrating metacognitive and motivational strategies into instructional practices to enhance learning outcomes in health-related programs. Keywords — Metacognition, Learning Strategies, Learning Motivation, Problem-Solving Skills, Science Achievement