Metacognitive instructional strategies aim at enhancing the awareness of learners to their cognitive strategies so that they can plan, observe, and assess their learning strategies. These practices can change the focus on just accepting knowledge to self-regulated learning, which is a crucial skill in higher education, where critical thinking and problem solving are the keys to academic achievement and life-long education. The researcher seeks to examine the application and the efficacy of metacognitive instruction methods including self-questioning, reflection journaling, and think-aloud schemes on learning outcomes in higher education. The aims will be to determine the typical use of metacognitive instructional practices, assess their effects on student performance, and student perceptions of metacognitive instructional practices. The research design used was mixed-methods research design, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of metacognitive teaching strategies and their impact on learning outcomes in higher education. The quantitative component examines the relationship between exposure to metacognitive strategies and academic performance, while the qualitative component explores in-depth perceptions and experiences of students and instructors. This dual approach enhances the validity and richness of the findings. The research design included a survey of 200 undergraduate students and in-depth interview of 20 faculty members of the university, of various disciplines. Quantitative data were analyzed using statistical tools to assess performance outcomes, while qualitative data provided insights into student and teacher experiences. The findings reveal a positive correlation between the use of metacognitive strategies and improved academic performance, motivation, and self-efficacy. Students exposed to metacognitive instruction demonstrated better critical thinking, problem-solving, and knowledge retention. Faculty reported enhanced classroom engagement and deeper learning. The study highlights the need for integrating metacognitive training into teacher education programs and curriculum design to foster independent, reflective learners in higher education.
| Published in | International Journal of Education, Culture and Society (Volume 10, Issue 5) |
| DOI | 10.11648/j.ijecs.20251005.16 |
| Page(s) | 293-301 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Metacognition, Higher Education, Teaching Strategies, Self-Regulated Learning, Learning Outcomes, Reflective Practices, Instructional Design, Student Engagement
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APA Style
Shah, B. R. (2025). An Analysis of Metacognitive Teaching Approaches and Their Impact on Learning Outcomes in Higher Education. International Journal of Education, Culture and Society, 10(5), 293-301. https://doi.org/10.11648/j.ijecs.20251005.16
ACS Style
Shah, B. R. An Analysis of Metacognitive Teaching Approaches and Their Impact on Learning Outcomes in Higher Education. Int. J. Educ. Cult. Soc. 2025, 10(5), 293-301. doi: 10.11648/j.ijecs.20251005.16
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Download@article{10.11648/j.ijecs.20251005.16,
author = {Bilal Rafiq Shah},
title = {An Analysis of Metacognitive Teaching Approaches and Their Impact on Learning Outcomes in Higher Education
},
journal = {International Journal of Education, Culture and Society},
volume = {10},
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pages = {293-301},
doi = {10.11648/j.ijecs.20251005.16},
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eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20251005.16},
abstract = {Metacognitive instructional strategies aim at enhancing the awareness of learners to their cognitive strategies so that they can plan, observe, and assess their learning strategies. These practices can change the focus on just accepting knowledge to self-regulated learning, which is a crucial skill in higher education, where critical thinking and problem solving are the keys to academic achievement and life-long education. The researcher seeks to examine the application and the efficacy of metacognitive instruction methods including self-questioning, reflection journaling, and think-aloud schemes on learning outcomes in higher education. The aims will be to determine the typical use of metacognitive instructional practices, assess their effects on student performance, and student perceptions of metacognitive instructional practices. The research design used was mixed-methods research design, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of metacognitive teaching strategies and their impact on learning outcomes in higher education. The quantitative component examines the relationship between exposure to metacognitive strategies and academic performance, while the qualitative component explores in-depth perceptions and experiences of students and instructors. This dual approach enhances the validity and richness of the findings. The research design included a survey of 200 undergraduate students and in-depth interview of 20 faculty members of the university, of various disciplines. Quantitative data were analyzed using statistical tools to assess performance outcomes, while qualitative data provided insights into student and teacher experiences. The findings reveal a positive correlation between the use of metacognitive strategies and improved academic performance, motivation, and self-efficacy. Students exposed to metacognitive instruction demonstrated better critical thinking, problem-solving, and knowledge retention. Faculty reported enhanced classroom engagement and deeper learning. The study highlights the need for integrating metacognitive training into teacher education programs and curriculum design to foster independent, reflective learners in higher education.
},
year = {2025}
}
TY - JOUR T1 - An Analysis of Metacognitive Teaching Approaches and Their Impact on Learning Outcomes in Higher Education AU - Bilal Rafiq Shah Y1 - 2025/10/30 PY - 2025 N1 - https://doi.org/10.11648/j.ijecs.20251005.16 DO - 10.11648/j.ijecs.20251005.16 T2 - International Journal of Education, Culture and Society JF - International Journal of Education, Culture and Society JO - International Journal of Education, Culture and Society SP - 293 EP - 301 PB - Science Publishing Group SN - 2575-3363 UR - https://doi.org/10.11648/j.ijecs.20251005.16 AB - Metacognitive instructional strategies aim at enhancing the awareness of learners to their cognitive strategies so that they can plan, observe, and assess their learning strategies. These practices can change the focus on just accepting knowledge to self-regulated learning, which is a crucial skill in higher education, where critical thinking and problem solving are the keys to academic achievement and life-long education. The researcher seeks to examine the application and the efficacy of metacognitive instruction methods including self-questioning, reflection journaling, and think-aloud schemes on learning outcomes in higher education. The aims will be to determine the typical use of metacognitive instructional practices, assess their effects on student performance, and student perceptions of metacognitive instructional practices. The research design used was mixed-methods research design, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of metacognitive teaching strategies and their impact on learning outcomes in higher education. The quantitative component examines the relationship between exposure to metacognitive strategies and academic performance, while the qualitative component explores in-depth perceptions and experiences of students and instructors. This dual approach enhances the validity and richness of the findings. The research design included a survey of 200 undergraduate students and in-depth interview of 20 faculty members of the university, of various disciplines. Quantitative data were analyzed using statistical tools to assess performance outcomes, while qualitative data provided insights into student and teacher experiences. The findings reveal a positive correlation between the use of metacognitive strategies and improved academic performance, motivation, and self-efficacy. Students exposed to metacognitive instruction demonstrated better critical thinking, problem-solving, and knowledge retention. Faculty reported enhanced classroom engagement and deeper learning. The study highlights the need for integrating metacognitive training into teacher education programs and curriculum design to foster independent, reflective learners in higher education. VL - 10 IS - 5 ER -
College of Teacher Education, School of Education & Training, Maulana Azad National Urdu University, Hyderabad, India
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