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International Journal of Family and Home Science, Vol.14 (1) (Jan.-April, 2018) (147-160)

Learning Styles as Predictors of Metacognitive Skilfulness Among Rural Adolescents

Gagandeep Kaur*, Sarita Saini** and Deepika Vig***
 
M Sc Student*
Deptt. of Human Development and Family Studies
College of Home Science, 
Punjab Agricultural University, Ludhiana

Associate Professor**
Deptt. of Human Development and Family Studies
College of Home Science, 
Punjab Agricultural University, Ludhiana

Professor***
Deptt. of Human Development and Family Studies
College of Home Science, 
Punjab Agricultural University, Ludhiana

 
 
Abstract
 
Metacognition is the distinctive ability of the individuals to think about their thinking and thereby direct and enlarge cognitive skills. Learning styles are the cognitive, affective, and physiological traits those serve as fairly stable indicators of how students perceive interact with and react to the learning condition. The present study entitled “Learning styles as predictors of metacognitive skilfulness among rural adolescents” was undertaken in the Ludhiana district of Punjab. The sample for the study comprised 200 rural school going adolescents randomly drawn from the selected Government Senior Secondary Schools (grade 9th&10th) of the selected village of Ludhiana-I Block. The subjects were equally distributed across both the grades (grade 9th =100 & grade 10th =100) as well as genders (males= 100 & females =100).VAK Learning Styles Self Assessment Questionnaire (Chislett & Chapman 2005) and Metacognitive Awareness Inventory (Schraw & Dennison 1994) were used to collect data. Results depicted that there wasno significant association between levels of metacognition and learning styles of adolescents. However, gender differentials revealed a significant association between the ‘conditional knowledge’, ‘debugging strategies’ and ‘evaluation’ sub-components of metacognition and learning styles of adolescent boys in contrast to adolescent girls where only ‘procedural knowledge’ sub-component of metacognition was found to be significantly associated with the learning styles of adolescent girls. 
 
Key words: Metacognition, Learning styles, Procedural knowledge, Conditional knowledge, Evaluation.