Abstract
This study explores the relationship between university students' metacognitive abilities and their academic achievement in History. Metacognitive abilities encompass the use of cognitive strategies (CSU), self-regulation (SR), and cognitive self-consciousness (CSC). In contrast, Academic Achievement in History encompasses the first two stages of Blooms' cognitive domain, i.e., knowledge and comprehension. Thirty-one (31) university students enrolled in BS History in a public sector university were the sample population. They were taught the Higher Education Commissions' approved curriculum for the subject of History through metacognitive instructional strategies for six months. After six months of teaching, two tools were administered to collect data, i.e., a metacognitive abilities questionnaire (MAQ) to measure the level of university students' metacognitive abilities, whereas the Academic Achievement in History Test (AAHT) was used to measure university students' Academic Achievement in History. The data analyzed by SPSS version 26 and spearman r was calculated to determine the relationship between university students' metacognitive abilities and their academic achievement in History. The study results affirmed that metacognitive abilities play a significant role in enhancing academic achievement in History. Thus, university faculty are recommended to develop metacognitive abilities for long-life learning among learners.
Keyword(s)
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