Developing Self-Regulated Learning: The Impact of Metacognitive Strategies at Undergraduate Level

Abstract

To enhance learning, self-regulation, critical thinking and independent problem-solving skills, student metacognition requires the implementation of efficient strategies. This research analyzes the metacognitive strategies that aid in learning at Institute of Business Management, Karachi. The data were collected through surveys and interviews as well as classroom observations which were collected from undergraduate students. The findings indicate that students who actively use metacognitive strategies like self-monitoring, planning and reflection, show exceptional performance in academics along with active participation in learning tasks. This study also identifies the difficulties students face when using these strategies and need to fill gap when it comes to aiding students in achieving metacognitive skill proficiency. Based on the findings, this research concludes that metacognition should be part of the curricula at the university level in order to improve student learning. This study supports the literature on educational psychology with new evidence on the impact of student metacognitive strategies in higher education and makes suggestions for practitioners.