Abstract: This study investigated the effects of problem-based learning (PBL) on secondary students’ metacognitive regulation and examined its relationship with problem-solving processes. Despite extensive research on PBL, limited empirical evidence exists on how it fosters metacognitive regulation at the secondary level and how these processes interact with the problem-solving stages. A quasi-experimental pretest–posttest design was conducted with 128 Grade 10 students assigned to a PBL group and a traditional instruction group for comparison. Metacognitive skills were measured using an adapted Metacognitive Awareness Inventory (MAI) questionnaire. Data were analyzed using analysis of covariance (ANCOVA), Pearson correlations, and confirmatory factor analysis (CFA). The results indicate that PBL significantly improves students’ metacognitive regulation after controlling for baseline differences, with moderate-to-large effect sizes. Correlation and regression analyses revealed consistent associations between metacognitive processes and the corresponding problem-solving stages, particularly planning, monitoring, and evaluation. The CFA results confirmed the validity of the measurement model. These findings suggest that metacognitive regulation is a key mechanism through which PBL enhances problem-solving performance, highlighting the importance of integrating explicit metacognitive scaffolding into secondary science education.
Nguyện et al. (Sat,) studied this question.