Abstract
This study explores the relationship between university students' metacognitive abilities and their academic
achievement in History. Metacognitive abilities encompass the use of cognitive strategies (CSU), self-regulation
(SR), and cognitive self-consciousness (CSC). In contrast, Academic Achievement in History encompasses the first
two stages of Blooms' cognitive domain, i.e., knowledge and comprehension. Thirty-one (31) university students
enrolled in BS History in a public sector university were the sample population. They were taught the Higher
Education Commissions' approved curriculum for the subject of History through metacognitive instructional
strategies for six months. After six months of teaching, two tools were administered to collect data, i.e., a
metacognitive abilities questionnaire (MAQ) to measure the level of university students' metacognitive abilities,
whereas the Academic Achievement in History Test (AAHT) was used to measure university students' Academic
Achievement in History. The data analyzed by SPSS version 26 and spearman r was calculated to determine the
relationship between university students' metacognitive abilities and their academic achievement in History. The
study results affirmed that metacognitive abilities play a significant role in enhancing academic achievement in
History. Thus, university faculty are recommended to develop metacognitive abilities for long-life learning among
learners.
Azmat Farooq Ahmad Khurram, Mobeen-Ul-Islam, Ghulam Shabbir. (2021) RELATIONSHIP BETWEEN UNIVERSITY STUDENTS' METACOGNITIVE ABILITIES AND ACADEMIC ACHIEVEMENT IN HISTORY, Journal of the Research Society of Pakistan, Volume-58, issue 3.
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