Gender differences in metacognition and problem solving among school students

The research paper investigates gender differences in metacognitive awareness and problem-solving skills among senior secondary school students in grades 10, 11, and 12. Using standardized inventories and a quantitative cross-sectional design, it compares male and female students' metacognitive knowledge, regulation, problem-solving accuracy, confidence, and strategy use. Results reveal no statistically significant gender differences; however, females tend to score slightly higher in both domains. Additionally, no meaningful correlation between metacognitive awareness and problem-solving performance was found in this sample. The study emphasizes the importance of gender-neutral educational strategies to foster these essential cognitive skills equitably. It contributes to challenging traditional gender stereotypes in cognition and advocates for inclusive pedagogical practices that nurture reflective thinking and problem-solving abilities across all students. Limitations include a small sample size and reliance on self-reported measures, with suggestions for future longitudinal and mixed-method research to deepen understanding and enhance educational interventions.