Metacognitive Strategy Usage of Primary School Teacher Trainees In Relation To Their Gender

Abstract

Effective learning is not just a matter of innate intelligence. Learning depends, in part, on the effective use of basic cognitive processes such as memory and attention, the activation of relevant background knowledge, and the deployment of cognitive strategies to achieve particular goals. To ensure that the basic processes are used effectively, that the activated knowledge is indeed relevant, and that appropriate strategies are being deployed, learners also need to have awareness and control of their cognitive processes. This higher level cognition was given the label metacognition by American developmental psychologist John Flavell. The present study was conducted to know the metacognitive strategy usage of primary school teacher trainees in relation to their gender. It was a descriptive survey study comprising of three hundred primary school teacher trainees taken randomly from three districts of Jammu and Kashmir. For collection of data Metacognitive Inventory (MCI) was used. The mean and t-test were used to analyze the data and interpret the result. Results showed that the teacher trainees differ significantly in the use of Knowledge of Cognition. Male teacher trainees were found better than female teacher trainees in the use of Knowledge of Cognition. However, no significant
differences were found in Regulation of Cognition among primary school teacher trainees in terms of gender.