Perceived Usage and Benefits of Metacognitive Strategies by University Students
DOI:
https://doi.org/10.47067/real.v1i1.1Abstract
Currently, the use of metacognitive strategies by students is highly being encouraged for their effective learning. Metacognitive strategies are those learning devices which become learners’ need for their optimal learning. Likewise, metacognitive strategies enable learners to become more confident, skillful, self-evaluator, and more independent by managing and directing their learning process at their own in the best way. Considering the benefits of using metacognitive strategies for students, the theme has not been qualitatively explored about the use of strategies by the students in universities of Pakistan. The purpose of this research work is to explore the perceived use, the extent of use, and benefits of metacognitive strategies by university students in Multan City. Survey research design was used for the accomplishment of the objectives. All students of three public sector universities of Multan city were selected as population. Qualitative data were analyzed through content analysis. The process started by tracing themes, followed by calculation of frequencies and percentages of students’ opinions to explore the frequency of use, extent of use, benefits, and awareness about using metacognitive strategies by university students. For calculation of frequencies and percentages, basic statistics was used. The results found that summarization, highlighting, note taking, bulleting and the concept mapping are the most frequently used learning strategies by university students. It was further found that most of the students use metacognitive strategies during exams, quizzes and tests, but their learning process was improved by using metacognitive strategies. It was recommended for the teachers to promote usage of group learning, discussion method and book reading habits among students and for the policy makers and teachers to create awareness about the frequent use, benefits and importance of metacognitive strategies in the improvement of university students’ learning.
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