The Impact of a Metacognitive Intervention using I.M.P.R.O.V.E. Model on Grade 7 Students’ Metacognitive Awareness in Mathematics

This study sought to investigate the impact of a Metacognitive intervention on Grade 7 students’ awareness in Mathematics. Using Concurrent Action Research as research design study, one heterogeneous class from public high school Metro Manila underwent six-week Intervention using structured instructional model called, I.M.P.R.O.V.E. (Introducing new concepts; questioning; Practicing; Reviewing and Reducing difficulties; Obtaining mastery; Verification; Enrichment). The quantitative aspect included assessment Awareness before after period Jr. Inventory (Jr. MAI). On other hand, student interviews, Focus Group Discussions (FGD) with observers, learners’ outputs were examined qualitative research. Results revealed that there large, huge significant differences between pre-test post-test results MAI. Moreover, gained affirmative responses teacher observers participants good tool enhance Emergent issues utilization discussed such as: Questions direct learning; Enrichment experience; Use reflections Recommendations improving also which included: selection topics where is appropriate be used; emphasis objectives “today’s target” classrooms