Breaking Barriers: The Efficacy Of Metacognition On The Academic Performance Of African American Students In A Diverse And Inclusive University Environment

This qualitative study investigates the efficacy of metacognition in enhancing the academic performance of African American students in a diverse and inclusive university environment, utilizing Bandura’s Social Cognitive Theory as a foundational perspective. The research highlights the potential to overcome barriers to academic performance by exploring how metacognitive strategies facilitate self-regulation. The study involved in-depth interviews with 20 purposefully selected African American students enrolled in a diverse and inclusive university. The open-ended interviews focused on understanding the students’ perceptions and experiences regarding their metacognitive processes and impact on academic performance. Thematic analysis was conducted to identify recurring themes and patterns in the data. The findings reveal that metacognitive strategies significantly contributed to students’ persistence, adaptability, self-awareness, and time management, ultimately enhancing their academic performance. This study emphasizes the importance of culturally responsive teaching practices and supportive environments in promoting metacognitive awareness among African American students.