Investigating the Interplay of Self-Regulated Learning, School Types and Gender on Metacognitive Abilities among Senior Secondary Students

Abstract

In this study, the researcher is investigating the influence of self-regulated learning, school types (government vs. private), and gender (male vs. female) on metacognitive abilities among senior secondary students. Self-regulated learning is categorized into high and low effectiveness, while school types and gender are considered as independent factors. Metacognitive abilities serve as the dependent variable. A descriptive survey approach is being employed, utilizing a multi-stage stratified random selection to choose 750 students as the sample. For this study, the researcher solely uses a Punita Govil-developed Metacognition Inventory (MCI) questionnaire (2011), and Gupta and Mehtani's (2017) Self-Regulated Learning Scale to gather the information. The primary effect of self-regulated learning, school type, and gender on metacognitive abilities among senior secondary school students is being identified as significant using a three-way ANOVA with a 2×2×2 factorial design to evaluate the data. The study finds that the metacognitive abilities of senior secondary school students do not significantly vary based on self-regulated learning levels, school types (public and private), gender differences, or the interaction between self-regulated learning and school types. The interaction between gender and self-regulated learning does not significantly benefit students. The relationship between public and private school types and gender has a significant impact on metacognitive abilities. However, no significant combination effect is found for gender, school types, or self-regulated learning on metacognitive abilities among senior secondary school students. The study suggests that the relationship between self-regulated learning, school types, and gender does not significantly impact metacognitive abilities.