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Background: In the self-regulated learning theory, metacognition refers to “skills that enable learners to understand and monitor their cognitive process”. Two categories of metacognition were described as knowledge of cognition and regulation of cognition. Metacognition skills enable learners to understand and monitor their cognitive processes. Metacognitive skills are necessary for curriculum delivery and should be taught. Students with metacognitive skills are expected to perform better and the present research provides evidence and recommends metacognition to be taught in future curriculum practice.Methodology: Metacognition awareness inventory (MAI) score was collected to determine students’ metacognitive skills in declarative, procedural, and conditional knowledge as well as the process involved in its planning, monitoring, and evaluation. Another purpose of this study was exploratory, to determine the validity of the MAI in terms of statistical relationship between metacognitive skills as knowledge of cognitive factor (KCF) and regulation of cognitive factor (RCF). Knowledge monitoring accuracy (KMA) as the difference between students' estimated Score (SES) versus actual knowledge on tests was also calculated, both in written OBA and EMQ (KMAW) and clinical tests OSCE (KMAC). MAI score was analyzed using Pearson correlation coefficient with academic achievement at the end of semester assessment (EOSA) both in written (EOSAW) and clinical (EOSAC) testsResult: A mean score of 39.07 (6.68) for MAI and 24.13 (14.24) for KMAW and KMAC was found with a high standard deviation. A negative correlation between MAI and EOSAW (-0.029) and MAI and EOSAC (-0.187), while a high correlation between MAI and KCF = 0.808, MAI and RCF (0.920) were found (pp p>0.05) correlation was among MAI, KMA, and SES for individual instruments.Conclusion: A poor correlation of metacognitive skills and achievement scores indicates students’ unrealistic self-evaluation of cognition for knowledge and regulation. This suggests curriculum delivery to incorporate students’ awareness about metacognition in their learning process. |
