EFFECT OF METACOGNITIVE SKILLS AND SCIENTIFIC INTEREST ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCIENCE STUDENTS
Keywords:
Metacognitive Skills, Scientific InterestAbstract
The present study was undertaken to see the effect of metacognitive skills and scientific interest on academic performance of senior secondary science students of Haryana state. To conduct this study total sample of 400 students was selected randomly from twenty government and twenty private schools of Haryana state. The tool used for measuring the level of Meta-cognitive skills was Meta Cognitive Skills Scale (MCSS) developed and standardized by Madhu Gupta and Suman (2017). The tool used for measuring the level of scientific interest was Science Interest Test (SIT) developed and standardized by L. N. Dubey and Archana Dubey (2006). Data of academic performance was collected from the result of 12th board exam conducted by Board of School Education Haryana. Significant and positive correlation of academic performance with metacognitive skills and scientific interest was observed. The result revealed significant effect of metacognitive skills and scientific interest on academic performance of senior secondary science students.
References
Eysenck, H. J. (1959). Personality and Problem Solving. Psychological Reports, 5(3), 592-592.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911.
Gupta, M., & Suman (2017). Manual for Meta Cognitive Skills Scale. Agra: National Psychological Corporation.
Narang, D., & Saini, S. (2013). Metacognition and Academic Performance of Rural Adolescents. Studies on Home and Community Science, 7(3), 167-175.
Omotade, A. A., Funke, A. R., & Oyewumi, F.-A. K. (2016). Students’ Attitude and Interest as Correlates of Students’ Academic Performance in Biology in Senior Secondary. International Journal for Innovation Education and Research, 4(3), 40-45.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
