Analysis Of Metacognition and Its Relation with Study Habit for Educational Growth in Male and Female Students

Abstract

Present article tries to bring into focus the role of metacognition in shaping their study habits based on gender. The developmental characteristics in male and female students generally vary in multiple dimensions such as physical dimensions, moral dimensions and emotional dimension. Gender stereotypes (i.e., differences in how we think men and women are) or actual gender differences (i.e., men and women are actually different in some abilities) can all contribute to differences between males and females. There is a possibility that this difference impacts the way they learn and adopt specific study habits. In the same way, the metacognition or their own knowledge of how they are learning can also be different between male and female students. Metacognition and study habit if found related students can be guided effectively to take up proper study habits suiting their need. To analyze and understand the inter relation between metacognition and study habit an investigation was carried out on undergraduate level students of Cotton University, Assam using two scales namely Meta Cognitive Skills Scale (MCSS-GMS) developed by Prof. Madhu Gupta and Ms. Suman and Study Habits Inventory (SHI-PS) developed by M.N. Palsane, and Anuradha Sharma. Following that, the test results were assessed using the Pearson's correlation test and the Z score test. Results revealed the gender-based differences in these areas and indicated underlying factors for the same.