Abstract
Metacognitive skills are amongst the striking concept since a couple of decades, when Flavell,
(1979) first introduced it. This concept is multidimensional in nature. Metacognition is a higherorder thinking skill. Therefore, the main purpose of this study was to assess metacognitive
awareness in prospective teachers and to find out how much our teacher training institutions are
successfully contributing to developing such awareness in prospective teachers. This study is
descriptive in nature. It is a situational analysis for the concept of metacognition in the prevailing
teacher education system by doing co-relational and cross-sectional study. The instrument of this
study is the metacognitive awareness inventory (MAI) developed by the Schraw and Dennison
(1994). The validity and reliably of this instrument in the Pakistani context were ensured.
Independent samples t-test and Pearson correlation coefficient (r) were used. Findings of the study
showed positively strong and significant relationship between prospective teachers’ metacognitive
knowledge and metacognitive self-regulatory skills in teacher training institutions, but it was also
revealed from the results that there was a negatively weak relationship between prospective
teachers’ academic achievement (GPA) with their metacognitive knowledge and metacognitive
regulatory skills. Moreover, there was an insignificant difference in prospective teachers’
metacognitive knowledge and metacognitive self-regulatory skills in teachers training institutions
based on demographic variables (i.e. age, gender, and university type).
Aroona Hashmi, Almas Shoaib, Mubasihra Khalid. (2019) A Cross-Sectional Study of Assessing Metacognitive Knowledge and Metacognitive Regulatory Skills among Prospective Teachers and Its Relation to their Academic Achievement, Bulletin of Education & Research, Volume 41, Issue 2.
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