The Effect of Metacognition Regulation Evaluation on Medical Student Progress

Cognition is the scienti�c term referring to the mental processes involved in gaining an understanding of knowledge including, judging, thinking, reasoning, knowing, remembering, and problem-solving. Objective: To observe metacognition's impact on medical students' academic achievement. Methods: It was a cross-sectional analytical study. Three medical colleges were surveyed to obtain data from second-year medical students . The data from the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and each student's rst-year academic achievement information were collected from January to June 2021. A simple random sampling procedure. Academic performance was a dependent variable, while the metacognitive score was an independent variable. Three hundred thirty-two students participated in the survey. Results: With a correlation coe�cient value of 0.257, the �ndings indicated a signi�cant link between metacognition and academic success (p 0.01). Metacognition levels among medical students from various colleges are nearly identical. Conclusions: Current study �ndings have shown that all three dimensions are positively and strongly correlated to each other.

determination for content reading, text previewing, or assuming what the material is about involves doing this. Problem-Solving Strategies: This is a restricted and focused problem-solving strategy used when problems develop in understanding documented information. Support-Reading Strategies: This entails the use of support systems or technologies designed to maintain receptivity to reading.

PJHS VOL. 3 Issue. 6 November 2022
Copyright © 2022. PJHS, Published by Crosslinks International Publishers assignments [2,3]. According to Özsoy (2009), students' accomplishments can be evaluated by their high levels of performance, self-e cacy, and metacognition regulation [8]. Metacognition plays an important role in learning processes, in particular among medical students to reach their intended objectives. Metacognition enables the student to be more engaged in the learning process by enabling them to construct, monitor, and evaluate a plan to maximize its effectiveness [9]. Many studies reveal a high correlation between students' metacognition levels and academic success [10][11][12]. These medical students may be on the front lines conducting evaluations when resources and time constraints are at play because metacognitive abilities are becoming an increasingly important part of the training of health professionals [13]. As there is trace evidence that explores metacognition evaluation and its regulation in undergraduate medical students of Pakistan [14], Determining how medical students regulate their metacognition and how it affects their academic performance is the goal of the current study. This study will help medical students develop their metacognitive abilities and meet their academic objectives because doctors are expected to function awlessly, professionally, and independently as lifelong learners who can continually add to and expand upon their prior knowledge. Students will be assisted in achieving their academic objectives by the study's ndings, which will also help policymakers and other interested parties make better decisions.
The current study was analytical cross-sectional. The duration was six-month from January to June 2021 at three different medical colleges in Punjab. In this study, a probability sampling technique called simple random sampling was applied. Students were selected randomly from new 2nd-year MBBS classes. The questionnaire was lled out under the supervision of a class representative. The student's verbal consent was obtained and secrecy and privacy were ensured. The data was compiled using SPSS 20.0 after the response forms from the students were gathered, coded, and collected. Collected academic performance ( rst annual professional part 1 results) was the dependent variable. Inclusion Criteria: All those students who cleared the rst professional MBBS exam on the rst attempt. Exclusion Criteria: All detainees and a b s e n t s t u d e n t s we r e e xc l u d e d . T h e s e l e c t e d questionnaire, the Metacognitive Awareness of Reading Strategies Inventory (MARSI) was introduced by Kouider Mokhtari and Carla A. Reichard [6], were used. This 30-item questionnaire was created specially to assess reading comprehension and adult metacognition. Three broad areas of reading strategies make up the questionnaire. i n c l u d i n g G l o b a l -Re a d i n g S t rate g i e s : S et t i n g a

R E S U L T S
This study focuses mainly on the relationship between the metacognition skills of undergraduate medical students and their academic records. Academic achievements have been measured in relations of rst professional examination scores. And we used freely available standard scale for the measurement of "Metacognition awareness regulation score inventory" (MARSI). After that, correlation tests were used to see the relationship between the main study variables. Figure 1 chart is the presentation of a qualitative variable (college type). This chart has shown that respondents of the current study have been selected from three different medical colleges. Approximately 36.2% of data sample have been selected from the rst college type. and 35.2% of the sample was from 2-second college, remaining part was selected from college three.  Table 1 has data about the study variables like scores of rst professional examinations and three main dimensions of Metacognition awareness, like mean score of global reading strategies, the total score of global reading strategies, etc.  Table 2 shows the three dimensions of metacognition and total Metacognition were explained through their total scores and mean scores. Further, each variable is mentioned here in its minimum and maximum value in the performance is a correlate of metacognitive ability [15]. The greater the ability, the higher the academic scores, and vice versa. According to research results, students with high scores of Metacognition scores are good organizers, active planners, have tasks completed in a given period of time, have the ability to monitor the path of their learning and understanding, and are swift and exible by nature. These all support them in their academic endeavors, and as a result, they perform well [16]. Similarly, another showed that both types of goals are linked with academic performance and success through Metacognition skills. He also highlighted that students having higher mastery goals would be able to comprehend the phenomenon and ultimately have higher metacognition abilities which further elaborates its impact on academic achievement [7]. This result was corroborated by a different researcher, who showed that there is a substantial correlation between metacognition, learning, and goal mastering, all of which have a favorable impact on student's academic success. These ndings were adjusted for gender, age, and intellectual ability [17]. Another researcher reported a similar type of nding, namely that students with higher levels of metacognitive skills perform better in summative exams [18]. All these researches which have been discussed here have found the same conclusion that there is a signi cant correlation between these two educational psychology concepts; Metacognition and academic achievement. It shows that the researcher's main hypothesis of the study has been proved. Further, it would be bene cial for the students that if there is a low academic achievement in the students then it can be raised and made better by creating and enhancing their metacognitive skills. Another nding from our study is that there are no appreciable learning style differences among medical college students as a whole. The study anticipated that all applicants to medical schools would typically be exceptional students, high performers, and have stellar academic records [19]. They have proven their skills in classes for intermediate students. Their modes of thought, venues for teaching and learning, academic assessments, and workload are quite similar. It is quite likely that they have the same level of metacognitive abilities in each of these circumstances [20]. An Independent sample t-test was used to evaluate this investigation. The fact that all student groups fall into the same age category is a key justi cation for these ndings. Many Researchers support different studies that have shown that metacognitive abilities change with age [5,21]. In other words, it may be deduced that individuals of similar ages will possess nearly identical metacognitive abilities. Additionally, to these ndings, it has also been found that medical students have a high level of Metacognition scores in both colleges

PJHS VOL. 3 Issue. 6 November 2022
Copyright © 2022. PJHS, Published by Crosslinks International Publishers respondents, mean score, and standard deviation of variables. Variable marks were used as a determinant of academic achievement. In the sample of 332 students, the minimum score was 323 and the highest score was 472.thus with standard deviation, the student's average marks were approximately 398±38. The rst dimension of Metacognition is Global reading strategies which have a minimum mean value is 1.46 and a maximum is 4.77 with a standard deviation is 0.60. All dimensions of Metacognition almost have similar variation levels and minimum and maximum values. It shows that medical students have similar scores on three dimensions of Metacognition; Global reading strategy, support strategy, and problemsolving strategy. There are 30 items of questionnaires measured on a 5-point Likert scale. This average score showed that medical students have a su cient level of Metacognition and respective dimensions.

D I S C U S S I O N
This study has mainly focused on analyzing and comparing the ability and regulation of metacognition in medical college students and their relationship with academic achievements. A researcher assumed that the ability of the student to think (Metacognition) is related to student grades (Predictor of academic achievement). Second, the researcher assumed that there is no difference in metacognitive abilities among students from different medical colleges. Both hypotheses were tested earlier through correlation coe cient and independent sample ttests respectively. Previously, researchers have had a great discussion on the relationship between academic accomplishment and metacognition abilities. Because of its versatile nature and applications, this issue has been addressed by health educators, medical professionals, and psychologists. This study has the hypothesis that there would be a positive relationship between these two concepts. And the results have been found. There is a signi cantly strong and positive relationship between metacognition scores and academic achievements.  (2). Abdellah R. Metacognitive awareness and its relation to academic achievement and teaching performance Current study ndings have shown that all three dimensions are positively and strongly correlated to each other. Because they are all predictors of the basic concepts of metacognition, it is a chance that they will be correlated.
Higher the score in one dimension, the higher the score in another dimension, and vice versa. In general, working on one dimension would be useful for mentors and trainers because it would improve other learning techniques and tactics.

C o n  i c t s o f I n t e r e s t
The authors declare no con ict of interest.

S o u r c e o f F u n d i n g
The author(s) received no nancial support for the research, authorship and/or publication of this article