Abstract
Metacognition refers to thinking about thinking and involves understanding and regulating one's cognitive processes. This study examines the metacognitive awareness of elementary school students using a standardized metacognitive awareness scale. The sample consisted of 86 students selected through stratified random sampling. Data were analyzed using descriptive statistics and t-tests. Results indicated no significant differences in metacognitive awareness based on gender or locale. The study recommends incorporating metacognitive activities into classrooms to improve students' cognitive processes and academic performance.
Keywords
Meta-cognitive
Awareness
Students