Abstract
The objective of this pilot study was to understand to what degree making students aware of their metacognitive strategies impacts their metacognitive and academic performance. A quasi-experimental design, with a control and an intervention group, was used for this study. Scores from a metacognitive awareness survey were provided to the intervention group during a classroom activity. Our findings indicated the potential of this strategy in increasing students’ overall performance, enabling them to transform their own learning.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
