Abstract
This study aims at investigating the association between metacognitive awareness and student’s academic achievements. The study undertakes the objectives and hypotheses on Low, Average and High achievers in addition to assess the effects of metacognition awareness level on student’s academic achievement. Through multistage stratified random sampling, data was collected from 160 undergraduate students, studying in Department of Mathematics & Department of English in Abdul Wali Khan University, Khyber Pukhtunkwa. Data was collected through Metacognitive Awareness Inventory (MAI) by Schraw and Dennison (1994), CGPA of the students, and self-developed objective type subject test. Descriptive Statistics & statistical tests (Chi-square & Linear Regression) were applied for data analyses. The results showed that metacognitive awareness had significant effect on student’s academic achievement (CGPA) in Department of English whereas it was found to be insignificant in Department of Mathematics. The study recommends an introductory course on Educational Psychology, which cater the metacognitive needs of the students. Moreover, research studies are recommended in the subjects except English and Mathematics. The cultural difference of the students, teachers, and locality of the universities might be taken care of future perspective of researchers.
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