Keywords
Undergraduate
Self-Regulated Learning
Planning
Monitoring
How to Cite
Abstract
Metacognition is significant in boosting academic success of students, self-regulated learning and problem-solving capacity. The current research addresses metacognitive ability of students of Dhanamanjuri University, Manipur, undergraduates. The quantitative and descriptive cross-sectional survey design was taken. A stratified random sampling was used to sample 300 undergraduate students (Arts, Science, and Commerce streams) out of 3000 students. Four dimensions of metacognition (planning, implementing, monitoring, and evaluation) were measured with the help of the Metacognitive Skills Scale (Gupta and Suman, 2017). Data analysis was done using descriptive statistics, independent samples t-test and one-way ANOVA. The results indicated that there was a moderate to high overall level of metacognitive skills by undergraduate students. There was no significant gender difference in the metacognitive skills. Nevertheless, there was a very large variation between academic streams. The paper explains the importance of incorporating metacognitive strategy teaching in the undergraduate curricula to enhance self-directed and life-long learning.
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