A metacognition study: Relationship with students’ academic achievement"

Metacognitive knowledge includes knowledge about one's ability to understand, control, and manipulate one's cognitive processes. It includes knowing when and where to use particular strategies for learning and problem solving as well as how and why to use specific strategies. This research article briefly describes the metacognition of college students with regard to gender andrelationship between metacognition and academic achievement. In order to study the problem, the survey method was used to collect the data. The sample for the study was collected from the three degree colleges of Sonipat city(Haryana).80 students(40 male and 40 female) were randomly selected only from 1st year form all discipline. Score obtained in class 12th by the selected students, divided in two groups i.e. high scorer(above 65%) and low scorer (below 65%) were recorded for testing their level of Academic Achievement. Metacognitive inventory developed by Govil P. (2003) was administered to the selected sample to assess metacognition. The data so collected was analyzed statistically by employing Mean, SD and t-test. The finding reveals that the level of metacognition of most of the female students is found to be higher than male students. The researchreveals that there is significant difference between male and female students in their metacognition but there is no significant difference in metacognition and academic achievement of high and low scorer. Moreover to this the academic achievement is less affected by metacognition means results found a low degree of correlation between both.