Abstract

• The main purpose of this study was to examine metacognitive awareness and physics achievement of Grade 10 students in Minbu Township. The descriptive research design and quantitative and qualitative survey method were taken in the present study. The total of 1000 (500 male and 500 female) Grade 10 students were selected as participants from five high schools and five high schools (branch) by using simple random sampling technique. Metacognitive Awareness Inventory (MAI) developed by Schraw & Dennison (1994) with 52 items was used to measure metacognitive awareness and Physics Achievement Test with 35 items developed by the researcher was used to measure physics achievement of Grade 10 students. The internal consistency (Cronbach’s alpha) was 0.915 for metacognitive awareness and 0.701 for physics achievement. Descriptive statistics, independent sample t test, one-way ANOVA and Pearson product-moment correlation were utilized. According to the findings, there was a significant difference in metacognitive awareness and physics achievement by gender and subject combination. The mean score of female was higher than that of male students in bot h. Then, combination 7 students had higher metacognitive awareness and physics achievement than combination 1 students. There was no significant difference in metacognitive awareness by parents’ education. But, there was significant difference in physics achievement by parents’ education. According to the Pearson product-moment correlation, there was no significant correlation between metacognitive awareness and physics achievement of Grade 10 students (r = .046).