International Journal of
Innovation, Management and Technology

Abstract

This study examines how incorporatingproblem-posing tasks within a self-regulated learning cycleinstructional model affects third-grade students’ mathematicalmetacognition and self-efficacy. While existing research oftenhighlights the learning outcomes of problem-posing in math, thelink between these activities and students’ metacognitiveabilities in math still needs to be explored—additionally, theintegration of self-regulated learning strategies withproblem-posing tasks warrants further investigation.Employing a one-group pretest-posttest design, this researchuses quantitative methods to measure the instructionalapproach’s impact on students’ math achievement,metacognitive skills, and self-efficacy in their abilities. Theresearch engaged 21 students in a six-week intervention ofproblem-posing tasks within a self-regulated learningframework. Data was analyzed using SPSS 27, revealingsubstantial improvements in learning outcomes, metacognitiveabilities, and self-efficacy post-intervention. Students excelled inevaluative skills over metacognitive knowledge and planningand monitoring. The findings endorse the effectiveness ofproblem-posing activities in the self-regulated learning cycleinstructional model, which can enhance mathematical outcomesand metacognition. Additionally, students may develop betterself-efficacy through problem-posing activities.