• DR. ANURADHA SINDHWANI
• DR. RAKHI

The present study has been conducted to assess the effect of metacognitive knowledge on academic achievement of senior secondary school students. The method of the study was Descriptive survey. In the present study, 600 senior secondary school students in five districts of Haryana state constituted the sample. Cluster Random sampling technique was used to select the subjects from the population. Metacognitive Knowledge Scale prepared by the investigators has been used to collect the data. Academic achievement scores were taken from Achievement Test in English which was prepared and standardized by investigator herself. Descriptive statistics like Mean, Standard Deviation and ‘t’ test was used to compare the groups. The findings of the study reveal that students having high metacognitive knowledge have better academic achievement than the students having average metacognitive knowledge; (ii) students having average metacognitive knowledge have better academic achievement than the students having low metacognitive knowledge; and students having high metacognitive knowledge have better academic achievement than the students having low metacognitive knowledge.

Academic Achievement, Metacognition, Metacognitive Knowledge, Metacognitive Awareness And Learning.

"EFFECT OF METACOGNITIVE KNOWLEDGE ON ACADEMIC ACHIEVEMENT IN ENGLISH", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 6, page no.275-280, June-2019, Available :http://www.jetir.org/papers/JETIR2002046.pdf

"EFFECT OF METACOGNITIVE KNOWLEDGE ON ACADEMIC ACHIEVEMENT IN ENGLISH", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 6, page no. pp275-280, June-2019, Available at : http://www.jetir.org/papers/JETIR2002046.pdf