Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/137839
Title: Cognitive Strategies Influencing Academic Achievement of Higher Secondary School Students
Researcher: Vinitha G
Guide(s): Indu H
Keywords: Learning style
metacognition
knowledge about cognition and regulation of cognition
University: Avinashilingam Deemed University For Women
Completed Date: 07.03.2016
Abstract: The study was conducted to find out the metacognitive awareness, learning style preference and newlineacademic achievement of higher secondary school students in Coimbatore district. The sample newlineconsisted of 1005 higher secondary school students. Survey method was used for the study. Schraw newlineand Dennison s tool for metacognitive awareness and self constructed tool for learning style newlinepreference was used for data collection. Correlation analysis revealed that there was a relationship newlinebetween regulation of cognition and its subcomponent evaluation with the academic achievement of newlinethe students. It is also seen that male students possess better metacognitive ability than their female newlinecounterparts and it is also interesting to note that students who read newspaper regularly possess better newlinecognition and they know regulate their cognition better. The finding that Tamil medium students newlinepossess better metacognitive ability reveals the fact that when students learn in their mother tongue newlinetheir thinking ability and cognition is better than when learning in a foreign language. The analysis of newlinedata showed that there is no significant association between type of school and the learning styles newlinenamely visual-verbal, sensing-intuitive, sequential-global. Locale-wise analysis showed that there is newlinesignificant association between locale and learning style preferences namely visual-verbal and newlinesensing-intuitive learning styles. newlinei) Major objectives : newline1. To find out the relationship among metacognitive awareness, learning style preference and the newlineacademic achievement scores of higher secondary students. newline2. To construct and validate a tool on learning style preference. newline3. To find out if there is any statistically significant difference in academic achievement of students newlinebased on their levels of metacognitive awareness.To find out if there is any statistically significant difference in the metacognitive awareness of newlinebased on their learning style preference. newline5. To find out if there is any statistically significant association between learning style
Pagination: A4
URI: http://hdl.handle.net/10603/137839
Appears in Departments:Department of Education

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02_chapter1.pdf134.11 kBAdobe PDFView/Open
03_chapter2.pdf1.21 MBAdobe PDFView/Open
04_chapter3.pdf392.2 kBAdobe PDFView/Open
05_chapter4.pdf1.75 MBAdobe PDFView/Open
06_chapter5.pdf108.02 kBAdobe PDFView/Open
07_chapter6.pdf154.7 kBAdobe PDFView/Open
08_chapter7.pdf348.92 kBAdobe PDFView/Open
09_chapter8.pdf120.89 kBAdobe PDFView/Open
10_chapter9.pdf78.05 kBAdobe PDFView/Open


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