The Mediating Effect of Metacognitive Learning Strategy on the Relationship between Memory Retention Skill and Academic Productivity among Elementary Education Students

The purpose of this study was to determine the mediating role of metacognitive learning strategy on the relationship between memory retention skill and academic productivity among elementary education students. Quantitative, non-experimental research utilizing a descriptive-correlational technique and mediation analysis was employed in this study. The data were gathered from 164 Bachelor Of Elementary Education (BEEd) students through stratified random sampling utilizing proportional allocation. Data gathering was done through survey adopted-modified standardized questionnaires. The statistical tools used in the computation of data and testing the hypotheses at an alpha 0.05 level of significance were mean, Pearson r, and structural equation modeling (SEM) using mediation analysis. Findings revealed that the levels of memory retention skill, metacognitive learning strategy, and academic productivity were descriptively high, which is oftentimes manifested by the elementary education students. Consequently, there was a strong positive significant relationship between memory retention skill and academic productivity, metacognitive learning strategy and academic productivity, and memory retention skill and metacognitive learning strategy. Results also revealed that metacognitive learning strategy partially mediated the relationship between memory retention skill and academic productivity, indicating that while metacognitive learning strategy contribute to academic productivity, memory retention skill still exerts a direct effects. It can be concluded that metacognitive learning strategy play a crucial role in enhancing the impact of memory retention skill on academic productivity, emphasizing their importance in educational achievement. Educators are encouraged to incorporate metacognitive learning strategy instruction into the curriculum, while school leaders and policymakers should support training programs that strengthen students’ memory retention skill to boost academic productivity among students.