Relationship of Metacognition with Academic Performance of Prospective Teachers: Modeling Mediation Effect of Digital Literacy

Abstract

This study examines the relationship between metacognition and academic performance among prospective teachers while modelling the mediation effect of digital literacy. The study was quantitative in nature. In the positivistic paradigm of metacognition research, quantitative relational research design was most appropriate for the research design. 9,680 participants enrolled in a four-year program, i.e. BS Education and B. Ed at the Department of Education in the universities of Punjab Province were the population of the study. A sample of 976 prospective teachers was selected through a stratified random sampling technique. Metacognitive awareness inventory and digital literacy scale were adapted. Data was analyzed using SPSS and AMOS. Pearson product-moment relation revealed that metacognition was positively related to the academic performance of prospective teachers. The statistical results found that digital literacy has a strong moderating influence on the association between metacognition and academic achievement among prospective teachers. Metacognition and digital literacy are found to play a significant effect in improving prospective teachers' academic performance. It is recommended for future studies that examining specific aspects of digital literacy in more depth could yield valuable insights. For instance, research might delve into the role of information fluency or the ability to manage online identities in relation to other indicators of academic success.