1. International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL. IV * ISSUE-39
Research Paper - Education
Metacognitive Ability of Secondary Students and Its
Association With Academic Achievement
in Science Subject
* Dr. Y. G. Singh April , 2012
* Assot. Prof. K.M. Asghar Husain College of Education, Akola. (M.S.)
The rapid advancement of science and technology and Metacognitive Abilitity and Academic Achievement
the increasing demands for more and more scientists in science subject of standard IX students.
to meet ever- arousing domains of science- based ac- 2- There is no significant difference in the Metacognitive
tivities have accelerated the need for expanding sci- Ability of Boys and Girls in science subject of standard
entific approach in the teaching-learning process in IX.
general and science in particular. 3- There is no significant difference in the Metacognitive
Science as a subject plays a unique role in Ability of Rural and Urban students in science subject
promoting the thinking ability through the process of standard IX.
skills. Science process skills can be defined as a set of 4- There is no significant difference in the Metacognitive
broadly transferable abilities, appropriate to many Ability of Marathi and English medium students in
science disciplines. Using systematic and meaningful science subject of standard IX.
strategies leads to better academic achievement. One 5- There is no significant difference in the Metacognitive
promising way by which science can be learnt meaning- Ability of Government aided and Non aided school
fully is by “Metacognitive Abilities”. student in science subject of standard IX.
Metacognition is one of the latest buzz words Methodology of the study:
in educational psychology. We engage in metacognitive A: Method :-A simple survey method was used.
activities everyday. Metacognition enables us to be B: Tool :- In this study Metacognitive Ability Inven-
successful learners, and has been associated with tory constructed and validated by the researcher.
intelligence.” Metacognition “is often simply defined C: Sample:- In this study to the above hypotheses a
as “thinking about thinking.” sample of 200 students of standard IX are randomly
The term “metacognition’ is most often asso- selected from different Secondary School of Akola
ciated with John Flavell(1979). According to District.
Flavell(1979), metacognition consists of both D: Statistical Analysis and Interpretation:-The
metacognitive knowledge and metacognitive experi- collected data was subjected to statistical analysis and
ences or regulation. Metacognitive knowledge refers the result obtained were interpreted-
to acquired knowledge about cognitive processes, Hypotheses Testing:-
knowledge that can be used to control cognitive pro- Hypothises-1 - Association between Metacognitive
cesses. Ability and Academic Achievement in Science Subject
In education, metacogntion plays an impartant Table 1-Correlation Analysis
role, it is closely related to learning styles that also Variable Degree of freedom r-value
related to the teaching styles adopting teachers. In the Metacognitive
processes of learning thought-provoking questions Ability and 198 0.237*
are essential for the development of learning abilities of Academic
pupils. Discussion and a variety of opinions in the Achievement
process lead to metacognitive process. * Significant at 0.05 level
Objectives of the study- From above table 1- the calculated correlation co-
1-To study the association between Metocognitive efficient value is 0.237. It is grater then the table value
Ability and Academic Achievement in science subject 0.139 at 0.05 significant level for degree of freedom 198.
among standard IX students. It means that the correlation between Metacognitive
2-To study the Metocognitive Ability of students with Ability and Academic Achievement in Science Subject
respect to the gender, locality of school, medium of of Standard IX Students are positive and significant.
instruction, type of management etc. Hypotheses 2-
Hypotheses of the study- Table 2:- Comparison of mean score of Metacognitive
1- There is no significant association between Ability of Standard IX Students in relation to Gender,
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2. International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL. IV * ISSUE-39
Locality of School, Medium of Instruction and Types of that the Metacognitive Ability of Girls are grater then
Management :- Boys. While Metacognitive Ability of Rural students
Variable Sample Mean S.D. t-Value are higher then Urban students of Standard IX Stu-
Boys 100 75.42 10.36 dents. While t-values 1.07 and 0.49 which are less then
Girls 100 79.13 11.73 2.37 S table value of significant level 0.05.So null hypotheses
Urban 100 74.82 9.17 is accepted .Hence it can be concluded that there are
Rural 100 10.76 6.97 2.41 S no significantly difference between mean score of
Marathi 100 75.91 9.83 Metacognitive Ability of Standard IX Students. It means
English 100 78.76 10.64 1.07 NS that there are no difference in relation to Medium of
Gov.-aided 100 77.32 11.24 Instuction and Types of Management.
Non-aided 100 78.07 10.13 0.49 N Finding :-
1- The Association between Metacognitive Ability and
S - Significant at 0.05 level Academic Achievement in Science Subject of Standard
NS - Not Significant at 0.05 level IX Students are positive and significant.
From above table 2- ,it is clear that the calcu- 2- The Metacognitive Ability of Girl students are more
lated t-values are 2.37and 2.41 which are grater then the then Boy students.
table value of significant level 0.05. So null hypotheses 3- The Metacognitive Ability of Rural students are
is rejected. Hence it can be concluded that there are more than Urban students.
significantly difference between mean score of 4- But on other hand there are no difference in
Metacognitive Ability of Standard IX Students in rela- Metacognitive Ability on the basis of Medium of In-
tion to the Gender and Locality o f School, its indicate struction and Types of Management.
R E F E R E N C E
1-Hartman(2001), Metacognition in Learning and Instruction: 3-Nair N.S.,Sudharma A. And Poulose P.S.(2004)- “Strategies
Theory ,Research and Practice, kluwer academic Pblishers,3,16. for Enhancing Metacognition”, Edutrack,Vol.-3. No.-10,pp.-
2- Henriksen et al (1996) , Metacognition in Phisics/Chemistry 27-29.
Teacher Education –A Danish project. European Journal of 4-Avilable sources on Internet.
Teacher Education,19(2),167-180.
SHODH, SAMIKSHA AUR MULYANKAN 47