Metacognitive Skills and Academic Achievement of Secondary Level Students of District Baramulla

Metacognitive skills are acquired during childhood and prepare students for lifelong learning. Students will need metacognitive skills to monitor and track their mastery of scientific process skills such as fact-finding and concept-building. Academic achievement relies heavily on metacognitive skills. Metacognitive awareness is a crucial component in assisting learners in becoming more productive and, more significantly, autonomous. The aims of the present study is to determine the relationship between metacognitive skills and academic achievement of higher secondary school students. A sample of 200 higher secondary students (100 boys and 100 girls) were selected for the study by using convenience sampling technique. In the present study the researcher uses descriptive survey method. Data was collected with the help of Metacognitive Skills Scale developed by Madhu Gupta and Sumari (2020). For analyzing the data, mean, percentage and correlation were employed. The findings of the study revealed that there is a significant relationship between metacognitive skills and academic achievement among higher secondary school students of district Baramulla. The findings of the study also inferred that majority of the students have above average level of metacognitive skills (28%) and only few students fall in the range of below average level of metacognitive skills (8%), hence, it reveals that majority of higher secondary school students are possessing above average level of metacognitive skills.