A study on metacognitive awareness and academic achievement of Higher Secondary level students of Dibrugarh town of Assam, India Sonowal Mitali*, Kalita Mun** Department of Education, Dibrugarh University, Dibrugarh, India *Corresponding author: mitalisonowaldib@gmail.com
** mun.kalita@yahoo.in
Online published on 1 April, 2017. Abstract Learning is a process developed within the single individual throughout life. However, in order to be successful learners, reflection, feed-back and an awareness of our knowledge is essential. Metacognition is the awareness of one's own patterns of thinking. Metacognitive awareness helps a learner to be self directed and self regulated. Promoting metacognition begins with building awareness among learners that metacognition exits, differs from cognition and increases academic success. Hence, the present study is undertaken by the investigator to explore the metacognitive awareness and academic achievement of Higher Secondary level Students of Dibrugarh town. A sample of 150 students of XII Standard has been selected by using purposive sampling technique for the investigation. The standardized tool ‘Metacognitive Awareness Inventory’ (MAI) developed by Schraw and Dennison (1994) has been used as a measure of metacognitive awareness of students. The Descriptive Survey method has been used to collect the data. Mean, SD, ‘r’, t test were used. It was evident from the present research that, there is a positive correlation between Metacognitive Awareness and Academic Achievement but there is no significant difference between Male and Female students, students of Provincialised and Private Institutions of Dibrugarh Town with respect to Metacognitive Awareness. Therefore, this ability can help the students to gain achievement orientation, either mastery or performance, which in turn results in academic success. Top Keywords Metacognitive Awareness, Academic Achievement, Knowledge of cognition, Regulation of cognition, Higher Secondary level students. Top |