What type of study is this?

This is a Quantitative Study study (also classified as: Cross-Sectional Study).

October 15, 2025International Journal For Multidisciplinary ResearchOpen Access

Gender differences in metacognition and problem solving among school students

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Results show no statistically significant gender differences in metacognitive awareness and problem-solving skills.
Females score slightly higher in metacognitive knowledge and regulation, alongside problem-solving strategies.
The study utilized standardized inventories and a quantitative cross-sectional design for data collection.
Findings highlight the need for gender-neutral educational strategies to promote cognitive skills for all students.

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Implication

Quantitative analysis shows no significant gender differences in metacognition and problem solving, indicating potential for equitable educational strategies.

Cite This Study

Raavee Salde (2025) studied this question.

synapsesocial.com/papers/68efbd16d61273c8652d8049 https://doi.org/10.36948/ijfmr.2025.v07i05.57397

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Implication

Quantitative analysis shows no significant gender differences in metacognition and problem solving, indicating potential for equitable educational strategies.

Gender differences in metacognition and problem solving among school students

Key Points

Discussion

Implication

Cite This Study

Gender differences in metacognition and problem solving among school students

Key Points

Discussion

Implication

Cite This Study

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