Universal Journal of Educational Research Vol. 4(1), pp. 165 - 172
DOI: 10.13189/ujer.2016.040121
Reprint (PDF) (273Kb)


A Study on the Metacognitive Awareness of Secondary School Students


Sajna Jaleel *, Premachandran. P
School of Pedagogical Sciences, M.G University, India

ABSTRACT

Metacognition means "thinking about one's own thinking". There are two aspects of metacognition: - reflection- thinking about what we know and self-regulation- managing how we go about learning. Taking together, these processes make up an important aspect of learning and development. Developing these metacognitive abilities is not simply about becoming reflective learners, but about acquiring specific learning strategies as well. Metacognitive beliefs, metacognitive awareness, metacognitive experiences, metacognitive knowledge, metacognitive skills, executive skills, higher-order skills, metacomponents, metamemory are some of the terms that we are often using in association with metacognition. Metacognitive awareness means being aware of how you think. Metacognition is the awareness of one's thinking and the strategies one is using. It enables students to be more mindful of what they are doing, and why, and of how the skills they are learning might be used differently in different situations. The investigators in this paper try to analyze the metacognitive awareness of secondary school students. The investigators use a standardized awareness inventory for checking the metacognitive awareness of secondary school students. The study tries to find out whether there exists any significant difference between the various sub samples Gender, Locality and Type of Management of school based on their metacognitive awareness. The investigators use appropriate statistical techniques for the data collection and analysis of the data.

KEYWORDS
Metacognitive Awareness, Metacognitive Awareness Scale, Secondary School Students

Cite this paper
Sajna Jaleel , Premachandran. P . "A Study on the Metacognitive Awareness of Secondary School Students." Universal Journal of Educational Research 4.1 (2016) 165 - 172. doi: 10.13189/ujer.2016.040121.