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Abstract

This study aims to find out the influence of metacognition on academic achievement of higher secondary scheduled caste students with regard to the gender. Survey method is used for the study. The sample selected for the present study consists of 652 higher secondary students studying in government, government-aided and private schools using simple random sampling method. Metacognition Scale (2018) and the percentage of marks scored by the sample students in their annual examination has been taken as the academic achievement score for this study. The data collected is analyzed using ‘t’ test and Pearson’s product moment co-efficient statistical techniques. Finding shows that there is a significant impact of Metacognition and Academic Achievement of Higher Secondary Scheduled Caste Students.

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