Abstract
Metacognition is “thinking about thinking†or a higher thinking method. Metacognition involves activities such as planning how to approach a learning task, monitoring comprehension, and evaluating the progress. Metacognition is used by people on everyday basis. For example, after reading a paragraph the reader may ask himself questions about the text. If the reader cannot answer his own questions then he must go back and reread or use some metacognitive strategies for better understanding. This study throws light on the metacognitive reading strategies of IX standard students of English medium schools of Aurangabad city and explore their relationship with their scholastic achievement in science. The study was carried out on 100 students of IX standard from English medium schools of Aurangabad city. The metacognitive strategies used by students were measured by a tool “Metacognitive Awareness of Reading Strategies†prepared by Mokhtari and Richard (2002). The findings reveal that there is positive and moderate relationship between metacognitive reading strategies and scholastic achievement in science. It is also revealed from the findings that female students are better in metacognitive strategies than male students.
Highlights
Over the last 35 years, many definitions have been proposed for the word metacognition, or “thinking about thinking”
There is no significant difference between metacognitive reading strategy of boys and girls of IX standard students of English medium schools of Aurangabad city
There is no significant difference between global reading strategy of boys and girls of IX standard students of English medium schools of Aurangabad city
Summary
Over the last 35 years, many definitions have been proposed for the word metacognition, or “thinking about thinking”. A recent definition describes metacognition as “one's knowledge and beliefs about one's own cognitive processes and one's resulting attempts to regulate those cognitive processes to maximize learning and memory”. Metacognition plays an important role in communication, reading comprehension, language acquisition, social cognition, attention, self-control, memory, self-instruction, writing, problem solving, and personality development. Metacognition includes knowledge and regulation of one's thinking processes. Metacognition is a special type of knowledge and ability that develops with personal experience and with schooling. It is in a recursive loop with cognitive development in that it both produces and is a product of cognitive development
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