Abstract-4 (October 2021) Sujata Acharya

Pedagogy of Learning, Vol. 7 (4) October 2021, pp. 30-36

Metacognitive Skills and Academic Achievement of Higher Secondary School Students

Sujata Acharya, Principal and Director-Academics, KISS Deemed to be University, Bhubaneswar, Odisha, India. E-mail: sujataacharya.amtc@gmail.com

Article DOI: 10.46704/pol.2021.v07i04.004


John Flavell initially researched the concept of metacognition or thinking about thinking. Metacognitive awareness and skills facilitate self-regulated learning leading to better learning outcomes. Various cognitive activities such as understanding, communication, attention, retention, and problem solving are said to be regulated by metacognitive skills. The knowledge of one’s cognitive processes helps the learners plan to learn activities, choose appropriate learning strategies based on their strengths and weaknesses, and constantly monitor and evaluate their learning progress. The present study examines the metacognitive skills of higher secondary school students in relation to their academic achievement. A random sample of 200 higher secondary school students was surveyed using a Metacognitive Skills Scale standardized by Gupta and Suman (2017), and the obtained scores were statistically correlated with their academic achievement scores. The results show a notable association between the selected variables implying the significance of fostering metacognitive awareness and skills for better learning outcomes among adolescent learners.

Keywords: Metacognitive Skills, Academic Achievement, Higher Secondary School Students.