Metacognitive Abilities on E-Learning Outcomes among Senior Secondary School Students: A Comparative Analysis across School Types

Abstract

The study embarked on a comprehensive exploration of metacognitive abilities and attitudes towards e-Learning among senior secondary school students in Ghaziabad, Uttar Pradesh, India. Through a meticulously designed normative survey approach, a representative sample of 580 students from diverse schools within the district was selected using a stratified random sampling technique. To capture the multifaceted dimensions of the research objectives, two distinct measurement tools were employed: Punita Govil's Metacognition Inventory and a bespoke Attitude Towards e-Learning Scale developed specifically for this study. The data obtained from these instruments underwent rigorous analysis employing a combination of descriptive and inferential statistical techniques. Mean standard deviation and t-test calculations provided initial insights into the dataset's characteristics, while a sophisticated two-way analysis of variance (ANOVA) was conducted to uncover nuanced relationships between e-Learning, Metacognitive Abilities, and student attitudes. Contrary to the null hypotheses posited, the findings unveiled significant disparities in the main effects of both e-Learning and School Types on students' Metacognitive Abilities. Furthermore, the interaction effect between e-Learning and school types emerged as a significant determinant of Metacognitive Abilities among the senior secondary school cohort. These findings underscore the intricate interplay between pedagogical approaches, technological interventions, and educational contexts in shaping students' cognitive and affective engagement with e-Learning platforms. Such insights hold profound implications for educational practitioners and policymakers striving to optimize the integration of digital learning modalities within the secondary education landscape, particularly in the context of rapidly evolving educational paradigms and the burgeoning significance of digital literacy skills.