Metacognitive Thinking and Academic Achievement of Higher Secondary Students

Abstract

Metacognitive thinking is increasingly recognized as a key factor influencing academic achievement. Here Researcher worked with two variables Metacognitive Thinking and Academic Achievement. The study aimed to explore overall metacognitive thinking with respect to gender, locality, and type of school. Additionally, the researcher sought to identify the correlation between metacognitive thinking and academic achievement among higher secondary students. A random sample of 200 Higher Secondary students were taken from Saraswati Trust School and Bedibhawan Rabitirtha Vidyalaya in Nadia West Bengal was selected for this research. To collect data, the researcher developed one questionnaire based on a five-point Likert scale. These research tools were standardized with the help of experts to ensure their validity. Various statistical techniques, including Mean, Standard Deviation, t-test, and Pearson’s product-moment correlation, were employed for data analysis. Each technique served a specific purpose in analyzing and interpreting the data. The study revealed a significant difference in metacognitive thinking about gender, locality, and type of school. Additionally, the researcher found a positive but low correlation between metacognitive thinking and academic achievement.