Metacognitive Skills Development: Investigating the Role in Prospective Teachers’ Academic Achievement

Abstract

This study has been conducted to investigate the role of Metacognitive Skills development in prospective teachers’ academic achievement. Two sections of B. Ed (Honors) Semester-I (each of 30 students) taken from a public university based in Lahore were selected conveniently for this study. Both of the selected groups have been pretested before the intervention (Cooperative Learning approach) and there was no statistical difference found among them concerning their Metacognitive Skills. The researcher used a performance test named “Metacognitive Skills Assessment Tool” (MSAT) adapted from (Ali et al., 2020) comprising 14 items (representing Metacognitive skills) and Rubrics for Metacognitive Skills Assessment Tool (RMSAT) to measure the prospective teachers’ skills. On the other hand, the prospective teachers’ marks in General Methods of Teaching subject were used to measure their achievement. Base on the results, it has been concluded that the Metacognitive skills have a statistically significantly moderate effect on prospective teachers’ academic achievement.