Exploring the impact of an intervention on the metacognitive abilities of adolescents

Metacognition, recognized as a valuable tool in cognitive psychology, plays a crucial role in the learning process. It is acknowledged as a key skill for individuals striving to become proficient, self-regulated learners with mastery over their learning trajectories-a vital attribute in the 21st century. Essentially, metacognition involves higher-order thinking, encompassing an awareness of one’s own thought processes. The essential support to optimize educational outcomes through intervention strategies, the key focus should be on a student’s cognitive aspect. Achieving this requires a prioritization of stimulating metacognitive activities through reinforced interventions in the direction. The pesent study was conducted in the Bikaner district of Rajasthan, focusing on the assessment of intervention program on metacognitive awareness among adolescents and comparisons between both the gender’s metacognitive abilities. A purposive sampling method was employed to select a sample of 800 respondents, evenly distributed among government and privateschools in both rural and urban settings, while also ensuring equal representation based on gender and grade. The studyemployed an adapted version of the Metacognitive Awareness Inventory by Schraw and Dennison (1994) to gauge the metacognitive awareness of adolescents. The findings indicated that male respondents did not seem to differ from female respondents in metacognition scores. The intervention was very effective for improving level of metacognition of adolescents as pre scores of metacognition of control group and experimental group does not significantly different but there were significant difference in post scores of metacognition of both the groups and experimental group were having higher scores as compared to their counterparts.