Metacognitive knowledge: Predictor of student achievement in Physics

Abstract

This paper investigates whether metacognitive knowledge is a significant predictor of student achievement in physics. Ninety-seven (N=97) fourth-year high school students were administered the Metacognitive Physics Knowledge Inventory (MPKI) and the Physics Achievement Test (PAT). Results of the simple liner regression reveal that metacognitive physics knowledge is a significant predictor of student achievement. Based on the results, it is recommended that strategies that develop metacognitive knowledge be embedded in physics teaching and instructional materials to improve student achievement.