Journal of Educare

Academic Achievement, Higher Secondary Learners, Metacognitive Skills, Self-regulated Learning, Student Learning Outcomes

The present study seeks to investigate the ‘relationship between metacognitive skills and academic achievement among higher secondary learners in West Bengal’. A sample of 638 Class XI students was selected using a ‘simple random sampling technique’. The researchers employed ‘a standardized Metacognitive Skills Scale,’ developed and validated specifically for this study, to assess students’ metacognitive competencies. Academic achievement was measured using official school performance records. The research also aimed to explore ‘significant differences in metacognitive skills and academic achievement with respect to gender, locale (urban/rural), and academic stream (arts/science).’ The study adopted a ‘descriptive survey method,’ and data were analysed using inferential statistical techniques including the ‘independent samples t-test and Pearson’s product-moment correlation.’ The findings revealed statistically ‘significant differences in both metacognitive skills and academic achievement across gender, locale, and academic stream.’ Furthermore, ‘a moderate and positive correlation’ was found between ‘metacognitive skills and academic achievement’. These results underscore the importance of integrating metacognitive strategy training into the school curriculum to enhance learners’ academic performance and foster independent learning. The study contributes valuable insights for educators, curriculum developers, and policymakers aiming to improve higher secondary education outcomes through metacognitive skill development.