Metacognitive Awareness and its Relation to Academic Achievement and Teaching Performance of Pre-service Female Teachers in Ajman University in UAE

Abstract

This study examined the relationship between metacognitive awareness and academic achievement, and its relation to teaching performance of pre-service female teachers in Ajman University in United Arab of Emirates. The sample consist of (75) pre-service of Professional Diploma Female Students in Ajman University in UAE. A survey used in this study was the metacognitive Awareness inventory (MAI) and Teaching Performance Checklist. Findings assert the importance of metacognition in learning. It recommends that college professor have to adopt teaching technique and strategies in presenting information to students in a way that encourage use of metacognitive skills that has an effective impact on the academic achievement and teaching performance.

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