Metacognitive learning strategies and academic performance: A correlational study aming Moroccan nursing students

Abstract

Introduction: Metacognitive strategies, including planning, control, and regulation, are crucial in enhancing learning outcomes and academic success. This cross-sectional study aimed to examine the utilization of metacognitive learning strategies among nursing students and their association with academic performance. Methods: The study was conducted at a nursing institute and included participants from various semesters in the nursing program. A questionnaire was used to assess the use of metacognitive strategies and students’ academic performance. Data were analyzed using descriptive statistics, t-tests, and correlation analysis. Results: The results showed that a higher percentage of students reported "good use" of metacognitive strategies. Females tended to use these strategies more frequently than males. Additionally, students in higher semesters demonstrated better utilization of the strategies compared to those in lower semesters. There was a significant positive correlation between academic performance and the utilization of the regulation strategy. Discussion: The findings highlight the importance of fostering metacognitive learning strategies to enhance academic achievement in nursing education. Educators and institutions can use these findings to improve students' learning experiences and academic outcomes. Further research is needed to explore the long-term effects of metacognitive training in nursing education.

Keywords

• academic performance
• metacognitive learning strategies
• nursing students
• planning control and regulation