ASSESSMENT OF METACOGNITION OF ELEMENTARY SCHOOL LEARNERS IN SCIENCE: INCLINATIONS AND CONCERNS

Abstract

Metacognition, 'the cognition of cognition' in the layman language is basically the control and coordination of any individual on his/her own learning and knowing process. This piece of work is conned to four components of metacognition of children assessed in science in later elementary as well as early secondary age of schooling in Mayurbhanj district of Odisha, an eastern state of India. While children reading in classes VI, and VIII of Government schools of the state are the main targets of the study the study also appreciates the cognitive and metacognitive consequences of schooling. Development of these competencies as consequences of schooling in grade VI and VIII were assessed by using the Metacognitive Knowledge Assessment Test (MKAT), Metacognitive Skill Assessment Test (MSAT), Metacognitive Attribution Assessment Test (MAAT) and Metacognitive Awareness Assessment Scale (MAAS) . In this study it was found that all the components of Metacognition increases with grade. Ethnicity is having signicant impact on these competencies i.e. learners with different ethnic background were distinct with their performances in metacognitive components. The learners from different locality are almost equally competent in all the competencies of except metacognitive skills, where rural student perform signicantly better than their counter parts of rural locality in all the grades as well as ethnicity