METACOGNITIVE AWARENESS OF HIGHER SECONDARY STUDENTS

Abstract

Metacognition involves understanding one's cognitive processes and the ability to manage and adapt them effectively to improve learning outcomes. It is closely linked to academic success as it empowers students to take control of their learning journey, fostering critical thinking and independence. Proficient students possess skills such as organization, time management, strategic learning, self-monitoring, and adaptability. Acquiring cognitive and metacognitive skills equips students with the means to actively direct and regulate their cognitive processes, akin to developing heightened awareness and reflection throughout their educational journey.

The research examined 479 students from various educational backgrounds in Higher Secondary Schools. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) developed by Researcher. The results indicated a significant difference in Metacognitive Awareness among students concerning gender and study stream, suggesting that these factors influence students' awareness of their cognitive processes. However, no significant difference was found based on the medium of instruction, implying that regardless of language, students exhibit similar levels of metacognitive awareness in Higher Secondary education.