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  1. 1. 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 April , 2012 * Assot. Prof. K.M. Asghar Husain College of Education, Akola. (M.S.)The rapid advancement of science and technology and Metacognitive Abilitity and Academic Achievementthe increasing demands for more and more scientists in science subject of standard IX students.to meet ever- arousing domains of science- based ac- 2- There is no significant difference in the Metacognitivetivities have accelerated the need for expanding sci- Ability of Boys and Girls in science subject of standardentific approach in the teaching-learning process in IX.general and science in particular. 3- There is no significant difference in the Metacognitive Science as a subject plays a unique role in Ability of Rural and Urban students in science subjectpromoting the thinking ability through the process of standard IX.skills. Science process skills can be defined as a set of 4- There is no significant difference in the Metacognitivebroadly transferable abilities, appropriate to many Ability of Marathi and English medium students inscience disciplines. Using systematic and meaningful science subject of standard IX.strategies leads to better academic achievement. One 5- There is no significant difference in the Metacognitivepromising way by which science can be learnt meaning- Ability of Government aided and Non aided schoolfully is by “Metacognitive Abilities”. student in science subject of standard IX. Metacognition is one of the latest buzz words Methodology of the study:in educational psychology. We engage in metacognitive A: Method :-A simple survey method was used.activities everyday. Metacognition enables us to be B: Tool :- In this study Metacognitive Ability Inven-successful learners, and has been associated with tory constructed and validated by the researcher.intelligence.” Metacognition “is often simply defined C: Sample:- In this study to the above hypotheses aas “thinking about thinking.” sample of 200 students of standard IX are randomly The term “metacognition’ is most often asso- selected from different Secondary School of Akolaciated with John Flavell(1979). According to District.Flavell(1979), metacognition consists of both D: Statistical Analysis and Interpretation:-Themetacognitive knowledge and metacognitive experi- collected data was subjected to statistical analysis andences or regulation. Metacognitive knowledge refers the result obtained were interpreted-to acquired knowledge about cognitive processes, Hypotheses Testing:-knowledge that can be used to control cognitive pro- Hypothises-1 - Association between Metacognitivecesses. Ability and Academic Achievement in Science Subject In education, metacogntion plays an impartant Table 1-Correlation Analysisrole, it is closely related to learning styles that also Variable Degree of freedom r-valuerelated to the teaching styles adopting teachers. In the Metacognitiveprocesses of learning thought-provoking questions Ability and 198 0.237*are essential for the development of learning abilities of Academicpupils. Discussion and a variety of opinions in the Achievementprocess lead to metacognitive process. * Significant at 0.05 levelObjectives of the study- From above table 1- the calculated correlation co-1-To study the association between Metocognitive efficient value is 0.237. It is grater then the table valueAbility and Academic Achievement in science subject 0.139 at 0.05 significant level for degree of freedom 198.among standard IX students. It means that the correlation between Metacognitive2-To study the Metocognitive Ability of students with Ability and Academic Achievement in Science Subjectrespect to the gender, locality of school, medium of of Standard IX Students are positive and significant.instruction, type of management etc. Hypotheses 2-Hypotheses of the study- Table 2:- Comparison of mean score of Metacognitive1- There is no significant association between Ability of Standard IX Students in relation to Gender, 46
  2. 2. International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL. IV * ISSUE-39Locality of School, Medium of Instruction and Types of that the Metacognitive Ability of Girls are grater thenManagement :- Boys. While Metacognitive Ability of Rural students Variable Sample Mean S.D. t-Value are higher then Urban students of Standard IX Stu- Boys 100 75.42 10.36 dents. While t-values 1.07 and 0.49 which are less then Girls 100 79.13 11.73 2.37 S table value of significant level 0.05.So null hypotheses Urban 100 74.82 9.17 is accepted .Hence it can be concluded that there are Rural 100 10.76 6.97 2.41 S no significantly difference between mean score of Marathi 100 75.91 9.83 Metacognitive Ability of Standard IX Students. It means English 100 78.76 10.64 1.07 NS that there are no difference in relation to Medium of Gov.-aided 100 77.32 11.24 Instuction and Types of Management. Non-aided 100 78.07 10.13 0.49 N Finding :- 1- The Association between Metacognitive Ability and S - Significant at 0.05 level Academic Achievement in Science Subject of Standard NS - Not Significant at 0.05 level IX Students are positive and significant. From above table 2- ,it is clear that the calcu- 2- The Metacognitive Ability of Girl students are morelated t-values are 2.37and 2.41 which are grater then the then Boy students.table value of significant level 0.05. So null hypotheses 3- The Metacognitive Ability of Rural students areis rejected. Hence it can be concluded that there are more than Urban students.significantly difference between mean score of 4- But on other hand there are no difference inMetacognitive Ability of Standard IX Students in rela- Metacognitive Ability on the basis of Medium of In-tion to the Gender and Locality o f School, its indicate struction and Types of Management.R E F E R E N C E1-Hartman(2001), Metacognition in Learning and Instruction: 3-Nair N.S.,Sudharma A. And Poulose P.S.(2004)- “StrategiesTheory ,Research and Practice, kluwer academic Pblishers,3,16. for Enhancing Metacognition”, Edutrack,Vol.-3. No.-10,pp.-2- Henriksen et al (1996) , Metacognition in Phisics/Chemistry 27-29.Teacher Education –A Danish project. European Journal of 4-Avilable sources on Internet.Teacher Education,19(2),167-180. SHODH, SAMIKSHA AUR MULYANKAN 47