Metacognitive awareness and academic achievement: the mediating role of students engagement
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Despite ongoing educational reforms in Ethiopia, a significant proportion of secondary school students experience low academic performance, which is mainly reflected in poor examination results and high dropout rates.This study was aimed to investigate how metacognitive awareness impacts academic academic achievement of secondary school students using students engagement as a mediating variable. Data was collected from 180 secondary school students (101 females,79 males) using metacogntive awareness inventory and students engagement scales. The collected data was analyzed using Pearson product-moment correlation, stepwise regression, and path analyses. The findings revealed that metacognitive knowledge and metacognitive regulation showed significant positive correlation with academic achievement.This indicates that students with higher levels of metacognitive awareness tend to achieve higher academic success. The finding also indicated metacognitive knowledge and metacogntive regulation emerged as significant predictors of academic achievement. However, path analysis indicated metacognitive knowledge was the only direct significant predictor of academic achievement.This implied that, improving students’ knowledge of cognition, connection with their school and curiosity about their learning tasks can boost students’ academic achievement of secondary school students.
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