Metacognitive Awareness and Academic Performance: Implications from a Cognitive Neuroscience Perspective in Pre-service Teacher Education.

Abstract

Background: Metacognition cognitive self-awareness and self-regulation of cognitive processes is a key predictors of successful learning and academic success. For future teachers among students following BEd, metacognitive skill acquisition is crucial not just for their own academic success but also for constructing reflective and inclusive teaching.

Purpose: The aim of the present research is to assess the levels of Metacognitive Awareness and Academic Achievement among BEd students, contrast gender differences in each of these, and explore pedagogical implications in teacher education courses.

Methods: Quantitative design was employed along with percentage analysis, independent samples t-tests, and Pearson's correlation to assess the Metacognitive Awareness and Academic Achievement of BEd students. The study also compared results between genders to find out whether there were any significant differences.

Results: The findings revealed that 60% of the students had above-average Metacognitive Awareness, while academic achievement was diverse, and 40% was below average. No gender differences that were statistically significant appeared in either domain. There existed a very weak positive and statistically nonsignificant correlation between Academic Achievement and Metacognitive Awareness, meaning that metacognitive awareness cannot guarantee academic performance.

Conclusion: The results highlight the need to incorporate formal metacognitive training within teacher education curricula. Reflective practice, individual academic support and formative assessment are recommended to promote closer alignment between metacognitive awareness and academic achievement. All interventions are crucial for preparing BEd students as effective, reflective and inclusive teachers.