Relationship Between Achievement Goals, Meta-Cognition And Academic Success In Pakistan

Abstract

The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the University of Sargodha. The questionnaire used in the original study, along with Urdu translation, was administered to the participants. The questionnaire consisted of three sections measuring mastery goals, performance goals, and meta-cognition, respectively. The academic achievement record was taken from the Office of Department of Education. Academic achievement was taken as marked and obtained at the Matric, Intermediate, Bachelors, and M.A. levels. It was concluded there is no significant correlation between mastery goals and academic achievement. Similarly, there was no significant correlation between performance goals and academic achievement at Matric, Intermediate and Bachelor levels. However, negative correlation was observed between performance goals and achievement at the masters level. The researchers found no significant relationship between meta-cognition and academic achievement at all levels and there were no significant gender differences in mastery goals, performance goals and meta-cognition.

Correlation between Programmed Learning and Metacognition: A Study on Experiential Learning Perspectives of Secondary School Teachers

“…This research endorses that male and female teachers had no difference in their opinion regarding the Programmed Learning and Metacognition of students at secondary schools in Karachi, Pakistan. This research confirms the research findings of Aleven, & Koedinger (2002), Sarwar et al, (2009) andBogdanovic et al (2015) who reported that metacognitive achievement highly depended upon the effective instructional model and not dependent on the gender of individuals.…”

“…Hennessey (1999) added that students had acquired and exhibited positive qualitative changes in their Metacognition skills when effective Programmed Learning exposure offered from the teachers. Contrary, Sarwar et al (2009) found no significant relationship between Metacognition and academic achievements of students in the context of Pakistan.…”

“…It enables students to be more mindful of what they are doing, and why, and of how the skills they are learning might be used differently in different situations" (p.165). Sarwar, Yousaf, Hussain, & Noreen, (2009) studied the correlation between achievement goals, Metacognition and academic success among Pakistani students. This study reported that in the presence of similar nature of programmed instructions offered by the teachers "The researchers found no significant relationship between Metacognition and academic achievement at all levels and there were no significant gender differences in mastery goals, performance goals and Metacognition" (p. 19).…”

Metacognitive awareness- evaluation and implications in medical students

“…12,16 This is also in contradiction with the findings of Imran M et al, Rani R et al, Siddique A et al, and Ul Rehaman F et al who say that gender has no role to play in awareness of metacognition. 13,[17][18][19] One of the plausible reasons for males having better metacognitive awareness than females could be that the areas of the brain related to metacognition is better developed in males, this area being the prefrontal cortex. 20 Our research, also in sync with the above studies, shows better metacognitive awareness scores in males though it is not statistically significant.…”

An investigation of relations between pre-service teachers' metacognition skill levels and their critical thinking situations

“…Similarly, in their study which aimed to identify the relationship between success objectives, academic success and metacognition, Sarwar, Yousuf, Hussain and Noreen (2009) found no significant differences between metacognitive skills levels and the gender variable. The reason for the insignificant difference between total and planning dimensions in terms of gender could be the similar social conditions and limited social activities of the city the education faculty students live in.…”