The Impact of Metacognition and Gender on Achievement in Mathematics of Elementary School Students of Himachal Pradesh.

The purpose of this study was to explore the relationship of achievement in mathematics with metacognition and gender. The research method used was descriptive survey method. This study utilized simple random sampling technique to select 162 elementary school students. The tool used were, achievement test in mathematics developed by the author and metacognition scale developed by Singh and Bali in 2017. The statistical technique used were t-test and one way ANOVA. The results of the study indicated that metacognition significantly effects achievement in mathematics. Further, Tukey HSD test results show that achievement in mathematics improves from low to average metacognition, indicating a positive impact. However, achievement declines at high metacognition levels, suggesting that excessive metacognition may hinder achievement of students due to overthinking or mental fatigue. Moreover, the results demonstrate a significant difference in achievement in mathematics between male and female students.