The Effect of Metacognition Regulation Evaluation On Medical Student Progress: Metacognition Regulation Evaluation on Medical Student Progress

Saba  Iqbal; Shazia  Sukhera; Fatima  Aslam; Khyzer  Hayat Sukhera; Arifa  Zafar

doi:10.54393/pjhs.v3i06.180

Authors

Saba Iqbal Shape, CMH Lahore Medical College & IOD, Lahore, Pakistan
Shazia Sukhera Department of Physiology, Sahara Medical College Narowal, Pakistan
Fatima Aslam Department of Psychiatry and Behavioral Sciences, Avicenna Medical College, Lahore, Pakistan
Khyzer Hayat Sukhera Forensic Medicine, Rashid Latif Medical College
Arifa Zafar Department of Obstetrician/Gynecologist, Pak Red Crescent Medical & Dental College, Kasur, Pakistan

DOI:

https://doi.org/10.54393/pjhs.v3i06.180

Keywords:

Metacognition Regulation Evaluation on Medical Student Progress

Abstract

Cognition is the scientific term referring to the mental processes involved in gaining an understanding of knowledge including, judging, thinking, reasoning, knowing, remembering, and problem-solving. Objective: To observe metacognition's impact on medical students' academic achievement. Methods: It was a cross-sectional analytical study. Three medical colleges were surveyed to obtain data from second-year medical students. The data from the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and each student's first-year academic achievement information were collected from January to June 2021. A simple random sampling procedure. Academic performance was a dependent variable, while the metacognitive score was an independent variable. Three hundred thirty-two students participated in the survey. Results: With a correlation coefficient value of 0.257, the findings indicated a significant link between metacognition and academic success (p 0.01). Metacognition levels among medical students from various colleges are nearly identical. Conclusions: Current study findings have shown that all three dimensions are positively and strongly correlated to each other.

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