• Dickel Allego Dagoc

  Author

• Denis Abao Tan

  Author

This study investigated the effects of metacognitive scaffolding on the mathematics performance
of grade VI pupils in a cooperative learning environment. It involved the grade VI pupils of St.
John’s School. It made used the pretest-posttest quasi-experimental research design. The
instruments utilized were mathematics achievement test and interview protocol. Percentages,
means, t-test for paired samples and analysis for covariance (ANCOVA) were used. Findings
revealed that: the number of male pupils was almost equal to the number of females; their
mathematical ability ranged from poor to excellent; the mathematical ability in the Cooperative
Learning (CL) only and Cooperative Learning with Metacognitive Scaffolding (CL with MS)
group varied considerably; performance of the pupils significantly increased; mean scores in
each group showed significant difference; and the comparison of the mathematics performance
of pupils when grouped according to mathematical ability showed significant difference but not
for gender. Pupils exposed to CL with MS performed better than those exposed to CL only. The
use of metacognitive scaffolding helped the students to fully benefit from cooperative learning.
The difficulties of pupils in Mathematics were as follows: understanding the concept, analyzing
the problem, memory problems, math anxiety/attitude problem and lack of basic math skills.

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