ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study explored the effectiveness of metacognitive strategies in enhancing the academic performance of students in Biology. Metacognition, defined as the awareness and regulation of one’s own thinking processes, plays a crucial role in promoting deeper understanding and meaningful learning, especially in science education. The study employed a quasiexperimental design involving control and experimental groups to measure the impact of metacognitive interventions compared to traditional teaching methods. Both groups took a pre-test to determine their baseline knowledge, and the results revealed no significant difference between them, confirming that they were comparable prior to the intervention. The experimental group was then taught using metacognitive strategies—such as guided reflection, self-monitoring tools, and problem-solving tasks—while the control group received instruction through conventional lectures. After the intervention, a post-test was administered. The experimental group demonstrated significantly higher improvement in test scores compared to the control group, as supported by statistical analysis (t = 3.24, p < 0.05). Findings suggest that metacognitive strategies positively influence students' understanding and performance in Biology. The study recommends integrating metacognitive activities into science instruction to promote critical thinking, selfawareness, and improved academic outcomes. Future research is encouraged to include larger sample sizes, other science subjects, and metacognitive awareness assessments to broaden the scope of application. Keywords — Metacognition, Biology Education, Academic Performance, Teaching Strategies, Self-regulation, Critical Thinking, Science Instruction