Latent Class Analysis of Learning Strategies and Metacognition Their Effects on Mathematics Performance
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Abstract
This paper aimed to determine the latent classes of learning strategies and metacognitionand their effects on the mathematics performance of selected senior high school students in the Philippines. A total of 1,313 students wasselected using multi-stage clustersampling. A modified questionnaire was used to collect data. Results revealed that afive-class model was the optimal fit model for both learning strategies and metacognition. ANOVA test results revealed that there was a significant difference in the mathematics performance of the students, implying that different types of learning strategies affectedstudentperformance and that the “Control Strategies Group” performed most effectively compared to other groups. On the other hand, the metacognition approaches taken showed no significant differences. In addition, no significant interactions took placebetween learning strategies and metacognition. This means that the two variables behavedindependently,and only the learning strategies affectedrespondents’mathematics performance.
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