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Experimental Research Paper | Mathematics | Volume 15 Issue 6, June 2026 | Pages: 188 - 190 | Philippines
Metacognitive-Based Lesson Design in Reducing Students? Mathematics Anxiety in Statistics and Probability
Abstract: Mathematics anxiety remains a persistent barrier to effective learning and performance in mathematics education, prompting the need for instructional interventions that address both cognitive and affective dimensions of learning. This study determined the level of students? mathematics anxiety, developed and validated Metacognitive-Based Lessons (MBL), and tested their effectiveness in reducing mathematics anxiety among learners. A descriptive-developmental with a pre-experimental design, convergent mixed-methods approach was employed, integrating quantitative data from pre-test and post-test anxiety scores with qualitative insights from expert feedback and student reflections in support to the effectiveness of MBL. Results revealed that students initially exhibited a high level of mathematics anxiety (M ? 3.83), particularly in tasks involving tests, worksheets, and problem-solving activities, indicating that anxiety significantly affected their engagement in mathematics. In response, Metacognitive-Based Lessons were developed following the DepEd lesson format. Expert validation showed that the MBL obtained high ratings in terms of Planning and Objectives, Lesson Design, Learning Activities and General Remarks confirming its appropriateness for classroom use. Furthermore, post-test results indicated a significant reduction in mathematics anxiety (M ? 1.94), with statistical analysis confirming a significant difference between pre-test and post-test scores, demonstrating the effectiveness of the intervention. The MBL was found to be valid, effective, and responsive in addressing mathematics anxiety.
Keywords: metacognitive-based lessons, metacognitive strategies, mathematics anxiety, self-regulated learning, teaching effectiveness
How to Cite?: Harlen B. Brioso, "Metacognitive-Based Lesson Design in Reducing Students? Mathematics Anxiety in Statistics and Probability", Volume 15 Issue 6, June 2026, International Journal of Science and Research (IJSR), Pages: 188-190, https://www.ijsr.net/getabstract.php?paperid=SR26524203856, DOI: https://dx.dx.doi.org/10.21275/SR26524203856