Metacognitive Multi-Representation-Based Instruction: Effects on Student Mathematics Literacy, Creativity, and Self-Efficacy

Abstract

Filipino students continue to rank among the lowest in international mathematics assessments such as PISA, underscoring the need for instructional approaches that strengthen core mathematical competencies. This study developed and examined Metacognitive Multi-Representation-Based Instruction (MMRBI), a pedagogy that integrates metacognitive strategies with the purposeful use of multiple representations, and investigated its effects on students’ mathematics literacy, mathematical creativity, and mathematics self-efficacy. Employing a quasi- experimental mixed-methods design, the study involved 74 first-year Bachelor of Accountancy students assigned to conventional and MMRBI groups over a 12-week period. Quantitative results showed that students exposed to MMRBI demonstrated significant gains across the three variables and outperformed those in the conventional group. Gender was found to moderate instructional effects, with female learners exhibiting greater improvements. Qualitative data from student journals revealed enhanced awareness of planning, monitoring, and evaluating strategies and increased flexibility in using visual, symbolic, and contextual representations. Correlational analyses further indicated meaningful interrelationships among mathematics literacy, creativity, and self-efficacy, suggesting that these competencies develop synergistically. Overall, the study contributes a theoretically grounded and empirically validated pedagogical model that supports holistic mathematical development and informs gender-responsive, representation-rich instructional practices.