A study of academic performance of students’ in mathematics in relation to their meta-cognitive awareness

This paper attempts to compare students’ academic performance in mathematics on the basis of their level of meta-cognitive awareness. Moreover, students’ IQ and SES are known to influence their academic performance in mathematics. Hence students’ IQ and SES are included as control variables whose effect from academic performance in mathematics was removed statistically and then it was compared on the basis of the level of students’ meta-cognitive awareness was studied. The participants of the study included 703 students of standard 8th from S.S.C board schools. Meta-cognitive awareness was measured using Meta-cognitive awareness Inventory by Schraw and Dennison (1994). Students’ final examination marks in mathematics subject were included as academic performance scores of mathematics. Results indicated that there is a significant difference in academic performance of students by meta-cognitive awareness. There is significant difference in academic performance of students by meta-cognitive awareness when effects of SES and IQ have been removed statistically. This implies that the difference in students’ academic performance in mathematics on the basis of their meta-cognitive awareness not arose on account of their IQ and SES rather than their meta-cognitive awareness.