Assessing the combined effect of metacognitive skills and scientific attitudes as catalysts for gender-specific academic achievement in science

Abstract

The synergistic effects of metacognitive skills and scientific attitudes on academic achievement have not been fully established by the dozens of studies that span through the margins of archives on these variables. This warranted an investigation to understand the combined role of these variables on gender-specific academic achievement. Employing a survey design, the researcher gathered data from 344 participants through the utilization of the simple random sampling technique. This was accomplished using three distinct instruments: the Metacognitive Awareness Inventory (MAI), the Scientific Attitude Assessment (SAA), and the Science Achievement Test (SAT). The obtained data underwent careful analysis employing correlation, independent samples t-test, and linear regression techniques. The findings unveiled parity in academic performance between male and female students, indicating an equal display of intellectual prowess in science among both genders. This suggests the implementation of pedagogical approaches that are both gender-sensitive and gender-neutral in our classrooms. Such approaches aim to ensure that educational practices cater to the needs and strengths of all genders equally, fostering an environment where both male and female students can reap the benefits of education without discrimination.Top of Form Moreover, the analysis underscored that both metacognitive skills and scientific attitudes significantly predict academic performance in science. Additionally, a robust association was observed between the combined influence of metacognitive skills and scientific attitudes, and academic achievement in science. This underscores the necessity of presenting both variables as a cohesive unit to students to enhance their academic success.