An Investigation into Relationship between Metacognitive Awareness and Academic Achievement of Prospective Teachers at Teacher Education Programs in Pakistan

Abstract

The purpose of this study was to investigate the association between prospective teachers' metacognitive awareness and their academic progress while enrolled in teacher education programs in Pakistan. The research was primarily descriptive. Furthermore, it was a correlational investigation. Those enrolled in teacher education programs at the bachelor's and master's degree levels provided the information for this research. A simple random selection technique was used to choose a sample of 150 potential instructors from two public sector universities. The sample included 80 B.Ed. Level prospective teachers and 70 M.Ed. Level prospective teachers. Sindhu P.G. developed and standardized a tool called the metacognitive awareness inventory, employed in this study (2011). It comprises thirty items that are rated on a 5-point scale. The cumulative grade point average (CGPA) of prospective teachers was used to assess their academic achievement. Pilot testing and expert opinion were used to guarantee that the instrument's validity and reliability were not compromised. Smart PLS 3.2.2 was used to analyze the data. The t-test in SPSS (26.0) was used for group comparison, and PLS-SEM (Partial least squares structural equation modeling) was used to measure associations. Using statistical research, it was discovered that prospective teachers are participating in B.Ed. And M.Ed. Level
teacher education programs have significantly different levels of metacognitive awareness. The metacognitive awareness of prospective teachers at the M.Ed. was shown to be higher than that of prospective teachers at the B.Ed. Level. It was also shown a significant beneficial association between prospective teachers' metacognitive awareness and their academic achievement. The practical ramifications of the findings and ideas for further research are discussed in this study.