Author: Ruma Manna
DOI Link: https://doi.org/10.70798/Bijmrd/04030013
Abstract: Metacognitive awareness plays a crucial role in enhancing students’ learning processes and academic success. The present study investigates the relationship between metacognitive awareness and academic achievement among higher secondary students. Metacognition, often described as “thinking about thinking,” involves two major components: knowledge about cognition and regulation of cognition. These components enable learners to plan, monitor, and evaluate their learning strategies effectively.
The study adopts a quantitative research design, focusing on a sample of higher secondary students selected through a stratified random sampling technique. Standardized tools were used to measure students’ levels of metacognitive awareness, while academic achievement was assessed through their examination scores. Statistical techniques such as correlation analysis and comparative tests were employed to examine the nature and strength of the relationship between the variables.
Keywords: Metacognitive Awareness, Academic Achievement, Higher Secondary Students, Self-Regulated Learning, Cognition, Learning Strategies, Educational Psychology.
Page No: 85-94