Students’ Metacognitive Awareness and Physics Learning Efficiency and Correlation between Them
This paper presents a research directed to examine the relation between students’ metacognitive awareness and
physics learning efficiency. Questionnaire of metacognitive awareness and physics knowledge test were applied on
the sample of 746 subjects of both sexes, first graders of Grammar Schools in Novi Sad, Republic of Serbia.
Obtained results were treated statistically. Results analysis shows that 15 years old girls have higher level of
metacognitive awareness than 15 years old boys. It is shown that achievement in physics is not dependent on gender.
The results indicate significant moderate correlation between metacognitive skills and student achievement in
physics (r = 0.48473, p < 0.001). Important insights about metacognitive awareness and efficiency in physics
learning have been generated. Our study has highlighted the benefits of developing metacognitive awareness to
achieve better results in physics teaching-learning process.
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