IMPACT OF METACOGNITIVE STRATEGIES ON STUDENT LEARNING

Crasta, Saritha1, and Coutinho, Lenin2

1&2Assistant Professor, St. Aloysius College (Autonomous), Mangaluru

Orchid Id: 0000-0001-7476-6808

Abstract

In the quest to enhance learning outcomes, this paper articulates three significant goals: the promotion of metacognitive strategies, provision of support to teachers incorporating metacognition in their teaching practices, and serving as a valuable tool to enhance learning for all. Although the impact of metacognitive strategies on our cognitive processes is expected in social interaction, it may often remain inexplicit. Therefore, this study endeavors to accentuate the importance of metacognition as a driver of efficient learning processes, even in the 19th century. This paper delves deep into the distinctive features and uses of various types of metacognitive approaches that can be employed within educational contexts. The purpose is to analyze concrete proof that instructors, stakeholders and researchers can benefit from. Findings suggest that implementing metacognitive strategies can enhance the overall learning journey for students of every level and background.

Keywords: Metacognitive strategies, Student learning, Awareness, Effective learning.

Impact Statement

Learning is an inevitable process for everyone. Through meticulous analysis. This research reveals that employing metacognitive techniques empowers students to comprehensive complex concepts, fostering deeper understanding and long-term retention. The main aim of this study is to create an awareness about metacognitive strategies among everyone. The implementation of such methods not only elevates academic achievement but also cultivates critical thinking skills, enhancing problem-solving abilities across diverse subjects. This study illuminates the transformative influence of metacognition on learning, underscoring its role as a catalyst for academic success. This paper has the sole purpose to act as a source of information that is simple to be understood. In conclusion to every individual who reads this paper hope it creates and impacts learning process for better.

About Author/s

Ms. Saritha Crasta, working as Assistant Professor in Department of commerce at St Aloysius College Autonomous Mangalore for 8.5 years. She has various publications in UGC care list and other reputed journals, also presented various papers in National and International Conferences. She has completed Eight Swayam MOOC courses offered by MHRD Govt of India and also Successfully completed various FDP, refresher courses Seminars in her Teaching carrier. She has a credit of securing Topper of Swayam course on “Integrated Marketing Management”. She is also an internal and external resource person for various guest talks and skill enhancement programmes. She is the member of Consumer Advocacy Group.

Mr. Lenin Coutinho, Student of St Aloysius College Autonomous Mangalore. He has a credit of Securing various prizes in state and national level student fest organized in various colleges. He is also a student convenor for various student programmes organized in the college.

Bibliography

1. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2

2. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906

3. Efklides, A., Papadaki, M., & Papantoniou, G. (2011). Effects of metacognitive instruction on low achievers in mathematics problems. Contemporary Educational Psychology, 36(3), 201–211.

4. Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0

5. Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033

6. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x

7. Zimmerman, B. J., & Campillo, M. (2003). Motivating self-regulated problem solvers. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 233–255). Routledge.

8. Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351–371. https://doi.org/10.1007/BF02212307

9. Hone, K. S., & El Said, G. R. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers and Education, 98, 157–168. https://doi.org/10.1016/j.compedu.2016.03.016

10. Swanson, H. L., & Jerman, O. (2007). The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology, 96(4), 249–283. https://doi.org/10.1016/j.jecp.2006.12.004

11. Addo, D. E., Efut, E. N., Akpo, D. M., & Egor, O. W. (2023b). Innovative instructional design packages for promoting inclusive and participatory interactive learning experience in Nigeria. Shodh Sari-An International Multidisciplinary Journal, 70–87. https://doi.org/10.59231/SARI7575

12. Fatima, I. (2023a). Role of Teachers to impart quality education for equitable learning. Shodh Sari-An International Multidisciplinary Journal, 02(3), 462–471. https://doi.org/10.59231/SARI7619

13. Orji, E. I., Idika, D. O., & Ekwukoma, V. (2023). Strategic Training for quality Higher education graduates: Achieving United Nations Sustainable Development Goal 4 (SDG4). Shodh Sari-An International Multidisciplinary Journal, 02(2), 148–161. https://doi.org/10.59231/SARI7580