Thinking about Thinking: Metacognitive Self–Regulation and Gender Differences

Abstract

Learning is a complex process which requires crucial skills in learners like self-regulatory skills of planning, monitoring and evaluation. The purpose of the current study was to determine the awareness level of these important skills of students. The University of Peshawar's B.Ed (Hons) program (2014–2015) was the sole focus of the study. There were 102 male and 127 female B.Ed (Hons) students in the study's population. A ninety student multistage stratified random sample was chosen. The Schraw & Dennison (1994) questionnaire items were used to collect the data. The results were tabulated, calculated as a percentage, and further interpreted in simple language. Other statistical tools, such as the t-test and descriptive statistics, have also been used.

Our Data elicited that pupils employ metacognition for memorization rather than understanding process in learning. Data found females better at goal-oriented learning, planning and comprehending strategies. Students were found to be proficient in self-reflection, self-assessment, appraisal, and self-motivation during the learning process.