International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL.

IV * ISSUE-39

Research Paper - Education

Metacognitive Ability of Secondary Students and Its Association With Academic Achievement in Science Subject
* Dr. Y. G. Singh
* Assot. Prof. K.M. Asghar Husain College of Education, Akola. (M.S.) The rapid advancement of science and technology and the increasing demands for more and more scientists to meet ever- arousing domains of science- based activities have accelerated the need for expanding scientific approach in the teaching-learning process in general and science in particular. Science as a subject plays a unique role in promoting the thinking ability through the process skills. Science process skills can be defined as a set of broadly transferable abilities, appropriate to many science disciplines. Using systematic and meaningful strategies leads to better academic achievement. One promising way by which science can be learnt meaningfully is by Metacognitive Abilities. Metacognition is one of the latest buzz words in educational psychology. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence. Metacognition is often simply defined as thinking about thinking. The term metacognition is most often associated with John Flavell(1979). According to Flavell(1979), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. In education, metacogntion plays an impartant role, it is closely related to learning styles that also related to the teaching styles adopting teachers. In the processes of learning thought-provoking questions are essential for the development of learning abilities of pupils. Discussion and a variety of opinions in the process lead to metacognitive process. Objectives of the study1-To study the association between Metocognitive Ability and Academic Achievement in science subject among standard IX students. 2-To study the Metocognitive Ability of students with respect to the gender, locality of school, medium of instruction, type of management etc. Hypotheses of the study1- There is no significant association between Metacognitive Abilitity and Academic Achievement in science subject of standard IX students. 2- There is no significant difference in the Metacognitive Ability of Boys and Girls in science subject of standard IX. 3- There is no significant difference in the Metacognitive Ability of Rural and Urban students in science subject of standard IX. 4- There is no significant difference in the Metacognitive Ability of Marathi and English medium students in science subject of standard IX. 5- There is no significant difference in the Metacognitive Ability of Government aided and Non aided school student in science subject of standard IX. Methodology of the study: A: Method :-A simple survey method was used. B: Tool :- In this study Metacognitive Ability Inventory constructed and validated by the researcher. C: Sample:- In this study to the above hypotheses a sample of 200 students of standard IX are randomly selected from different Secondary School of Akola District. D: Statistical Analysis and Interpretation:-The collected data was subjected to statistical analysis and the result obtained were interpretedHypotheses Testing:Hypothises-1 - Association between Metacognitive Ability and Academic Achievement in Science Subject Table 1-Correlation Analysis Variable Degree of freedom r-value Metacognitive Ability and 198 0.237* Academic Achievement * Significant at 0.05 level From above table 1- the calculated correlation coefficient value is 0.237. It is grater then the table value 0.139 at 0.05 significant level for degree of freedom 198. It means that the correlation between Metacognitive Ability and Academic Achievement in Science Subject of Standard IX Students are positive and significant. Hypotheses 2Table 2:- Comparison of mean score of Metacognitive Ability of Standard IX Students in relation to Gender, April , 2012

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International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL. IV * ISSUE-39

Locality of School, Medium of Instruction and Types of Management :Variable Sample Mean S.D. t-Value Boys 100 75.42 10.36 Girls 100 79.13 11.73 2.37 S Urban 100 74.82 9.17 Rural 100 10.76 6.97 2.41 S Marathi 100 75.91 9.83 English 100 78.76 10.64 1.07 NS Gov.-aided 100 77.32 11.24 0.49 N Non-aided 100 78.07 10.13 S - Significant at 0.05 level NS - Not Significant at 0.05 level From above table 2- ,it is clear that the calculated t-values are 2.37and 2.41 which are grater then the table value of significant level 0.05. So null hypotheses is rejected. Hence it can be concluded that there are significantly difference between mean score of Metacognitive Ability of Standard IX Students in relation to the Gender and Locality o f School, its indicate

that the Metacognitive Ability of Girls are grater then Boys. While Metacognitive Ability of Rural students are higher then Urban students of Standard IX Students. While t-values 1.07 and 0.49 which are less then table value of significant level 0.05.So null hypotheses is accepted .Hence it can be concluded that there are no significantly difference between mean score of Metacognitive Ability of Standard IX Students. It means that there are no difference in relation to Medium of Instuction and Types of Management. Finding :1- The Association between Metacognitive Ability and Academic Achievement in Science Subject of Standard IX Students are positive and significant. 2- The Metacognitive Ability of Girl students are more then Boy students. 3- The Metacognitive Ability of Rural students are more than Urban students. 4- But on other hand there are no difference in Metacognitive Ability on the basis of Medium of Instruction and Types of Management.

R E F E R E N C E
1-Hartman(2001), Metacognition in Learning and Instruction: Theory ,Research and Practice, kluwer academic Pblishers,3,16. 2- Henriksen et al (1996) , Metacognition in Phisics/Chemistry Teacher Education A Danish project. European Journal of Teacher Education,19(2),167-180. 3-Nair N.S.,Sudharma A. And Poulose P.S.(2004)- Strategies for Enhancing Metacognition, Edutrack,Vol.-3. No.-10,pp.27-29. 4-Avilable sources on Internet.

SHODH, SAMIKSHA

AUR

MULYANKAN

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