This study investigates the effectiveness of explicit instruction in metacognitive strategies—planning, monitoring, and evaluating—on students’ academic performance and self-regulated learning. Forty undergraduate students participated in a six-week training program designed to enhance their awareness of learning processes. Results revealed that the experimental group significantly improved their academic performance, self-reflection, and strategic learning behaviors. The findings suggest that systematic metacognitive training fosters autonomous learning, critical thinking, and higher academic achievement. This research contributes to understanding how conscious regulation of cognition enhances lifelong learning and educational quality.  

Metacognition, metacognitive awareness, planning, monitoring

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