{"id":5561,"date":"2023-12-31T19:23:43","date_gmt":"2023-12-31T19:23:43","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=5561"},"modified":"2026-04-03T08:22:51","modified_gmt":"2026-04-03T02:52:51","slug":"impact-of-metacognitive-strategies-on-student-learning","status":"publish","type":"page","link":"https:\/\/icert.org.in\/index.php\/sodh-sari-vol-3-issue-1\/impact-of-metacognitive-strategies-on-student-learning\/","title":{"rendered":"Impact Of Metacognitive Strategies On Student Learning"},"content":{"rendered":"\t\t
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Shodh Sari-An International Multidisciplinary Journal<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Vol-03, Issue-01 (Jan-Mar 2024)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2959-1376<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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IMPACT OF METACOGNITIVE STRATEGIES ON STUDENT LEARNING<\/span><\/p>

Crasta, Saritha<\/span>1<\/span><\/span>, and Coutinho, Lenin<\/span>2<\/span><\/span><\/p>

1&2<\/span><\/span>Assistant Professor, St. Aloysius College (Autonomous), Mangaluru<\/span><\/p>

Orchid Id: 0000-0001-7476-6808<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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DOI: <\/span>https:\/\/doi.org\/10.59231\/SARI7663<\/span><\/a><\/p>

Subject: Education \/ Educational Psychology \/ Pedagogy<\/span><\/p>

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Received: Sep 30, 2023\u00a0<\/span><\/p>

Accepted: Nov 24, 2023\u00a0<\/span><\/p>

Published: Jan 01, 2024<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Thematic Classification: Metacognitive Strategies, Student Learning Outcomes, Cognitive Processes, Teaching Practices, Educational Research, Learning Journey, Metacognition in Pedagogy<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Abstract<\/span><\/p>

In the quest to enhance learning outcomes, this paper articulates three significant goals: the promotion of metacognitive strategies, provision of support to teachers incorporating metacognition in their teaching practices, and serving as a valuable tool to enhance learning for all. Although the impact of metacognitive strategies on our cognitive processes is expected in social interaction, it may often remain inexplicit. Therefore, this study endeavors to accentuate the importance of metacognition as a driver of efficient learning processes, even in the 19th century. This paper delves deep into the distinctive features and uses of various types of metacognitive approaches that can be employed within educational contexts. The purpose is to analyze concrete proof that instructors, stakeholders and researchers can benefit from. Findings suggest that implementing metacognitive strategies can enhance the overall learning journey for students of every level and background.<\/span><\/p>

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Keywords:<\/span> Metacognitive strategies, Student learning, Awareness, Effective learning.<\/span><\/p>

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Impact Statement<\/span><\/p>

Learning is an inevitable process for everyone. Through meticulous analysis. This research reveals that employing metacognitive techniques empowers students to comprehensive complex concepts, fostering deeper understanding and long-term retention. The main aim of this study is to create an awareness about metacognitive strategies among everyone. The implementation of such methods not only elevates academic achievement but also cultivates critical thinking skills, enhancing problem-solving abilities across diverse subjects. This study illuminates the transformative influence of metacognition on learning, underscoring its role as a catalyst for academic success. This paper has the sole purpose to act as a source of information that is simple to be understood. In conclusion to every individual who reads this paper hope it creates and impacts learning process for better.<\/span><\/p>

About Author\/s<\/span><\/p>

Ms. Saritha Crasta<\/span>, working as Assistant Professor in Department of commerce at St Aloysius College Autonomous Mangalore for 8.5 years. She has various publications in UGC care list and other reputed journals, also presented various papers in National and International Conferences. She has completed Eight Swayam MOOC courses offered by MHRD Govt of India and also Successfully completed various FDP, refresher courses Seminars in her Teaching carrier. She has a credit of securing Topper of Swayam course on \u201cIntegrated Marketing Management\u201d. She is also an internal and external resource person for various guest talks and skill enhancement programmes. She is the member of Consumer Advocacy Group.<\/span><\/p>

Mr. Lenin Coutinho,<\/span> Student of St Aloysius College Autonomous Mangalore. He has a credit of Securing various prizes in state and national level student fest organized in various colleges. He is also a student convenor for various student programmes organized in the college.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Cite this Article<\/span><\/p>

APA 7th Style:<\/span> Crasta, S., & Coutinho, L. (2024). Impact of metacognitive strategies on student learning. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>3<\/span>(01), 169\u2013185. <\/span>https:\/\/doi.org\/10.59231\/SARI7663<\/span><\/a><\/p>

Chicago 17th Style:<\/span> Crasta, Saritha, and Lenin Coutinho. “Impact of Metacognitive Strategies on Student Learning.” <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span> 3, no. 1 (2024): 169\u2013185. <\/span>https:\/\/doi.org\/10.59231\/SARI7663<\/span><\/a>.<\/span><\/p>

MLA 9th Style:<\/span> Crasta, Saritha, and Lenin Coutinho. “Impact of Metacognitive Strategies on Student Learning.” <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, vol. 3, no. 1, 2024, pp. 169-185, <\/span>https:\/\/doi.org\/10.59231\/SARI7663<\/span><\/a>.<\/span><\/p>

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Statements & Declarations<\/span><\/p>

Review Method:<\/span> This article underwent a double-blind peer-review process by independent experts in Educational Psychology and Pedagogy to evaluate the effectiveness of self-regulatory learning frameworks and the cognitive outcomes of metacognitive interventions in higher education.<\/span><\/p>

Competing Interests:<\/span> The authors Saritha Crasta and Lenin Coutinho declare that they have no financial, personal, or professional conflicts of interest that could have inappropriately influenced the research findings or the interpretation of the learning data presented.<\/span><\/p>

Funding:<\/span> This research was conducted through the academic support of St. Aloysius College (Autonomous), Mangaluru. No specific external grants or commercial funding were received for this study.<\/span><\/p>

Data Availability:<\/span> The analysis is based on primary research involving student cohorts, assessing the correlation between metacognitive awareness and academic achievement. Quantitative results and strategy assessments are detailed within the manuscript.<\/span><\/p>

License:<\/span> Impact of Metacognitive Strategies on Student Learning<\/span> \u00a9 2024 by Saritha Crasta and Lenin Coutinho is licensed under <\/span>CC BY-NC-ND 4.0<\/span>. This work is published by the International Council for Education Research and Training (ICERT).<\/span><\/p>

Ethics Approval:<\/span> The study involved human participants (students); informed consent was obtained, and the research design adhered to the ethical standards for educational research as prescribed by the institutional review board of St. Aloysius College (Autonomous).<\/span><\/p>

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Bibliography<\/span><\/p>

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  13. Orji, E. I., Idika, D. O., & Ekwukoma, V. (2023). Strategic Training for quality Higher education graduates: Achieving United Nations Sustainable Development Goal 4 (SDG4). <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>02<\/span>(2), 148\u2013161. <\/span>https:\/\/doi.org\/10.59231\/<\/span>SARI<\/span>7580<\/span><\/a><\/p><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    Shodh Sari-An International Multidisciplinary Journal Vol-03, Issue-01 (Jan-Mar 2024) An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2959-1376 IMPACT OF METACOGNITIVE STRATEGIES ON STUDENT LEARNING Crasta, Saritha1, and Coutinho, Lenin2 1&2Assistant Professor, St. Aloysius College (Autonomous), Mangaluru Orchid Id: 0000-0001-7476-6808 DOI: https:\/\/doi.org\/10.59231\/SARI7663 Subject: Education \/ Educational Psychology \/ Pedagogy Page No. 169-185 Received: […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":5395,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"postBodyCss":"","postBodyMargin":[],"postBodyPadding":[],"postBodyBackground":{"backgroundType":"classic","gradient":""},"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-5561","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/5561","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/comments?post=5561"}],"version-history":[{"count":18,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/5561\/revisions"}],"predecessor-version":[{"id":31297,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/5561\/revisions\/31297"}],"up":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/5395"}],"wp:attachment":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/media?parent=5561"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}