The Role of Metacognition and Cognitive Ability in Enhancing Academic Achievement among Prospective Teachers

Abstract

Purpose: This study will examine the association among metacognition, cognitive ability, and academic achievement in prospective teachers to better understand how they affect educational outcomes.

Design/Methodology/Approach: A normative survey was utilised to study 191 B.Ed. students from a college of education. Three tests were used to gather data: the Achievement Test, the Cognitive Ability Test, and the Meta-cognitive Awareness Inventory. Regression analysis and Pearson's Product-Moment correlation were used to examine metacognition and cognitive ability's predictive value for academic accomplishment.

Findings: Academic success, cognitive capacity, and metacognition were positively, linearly correlated. An increase in metacognitive awareness and cognitive abilities was linked to better academic outcomes. Both metacognition and cognitive capacity are major indicators of academic accomplishment, with metacognitive skills having a somewhat larger predictive potential, according to regression research.

Conclusion: This study highlights the significance of incorporating the development of metacognitive and cognitive skills into teacher education programs. By cultivating these abilities, educational programs can augment academic achievement and boost the readiness of aspiring educators for their future careers. The findings support the need for curriculum modifications that prioritise the development of metacognitive and cognitive skills in order to enhance educational outcomes and better prepare future educators.