Abstract

• This study investigated the relationship between metacognition, self-efficacy and physics achievement among Grade 9 students. The population of this study consisted of Grade 9 students in Yangon Region. The sample of this study consisted of 400 Grade 9 students from five high schools in Yangon Region. The participants were chosen through random sampling. Descriptive research design was used in this study. Metacognition Awareness Inventory (MAI) and the Survey of Self-Efficacy in Science Courses-Physics (SOSESC-P) were used to measure students’ metacognition and self-efficacy. And the test with the scope of course from chapters 6, 7, 8 and 9 in physics textbook prescribed for Grade 9 was constructed to measure students’ physics achievement. The data were analyzed using the descriptive statistics, independent sample t-test, and multiple regression analysis. The correlation analysis showed that there was a positive interrelationship between physics achievement and self-efficacy. The independent sample t-test showed that there were significant differences by gender on physics achievement at 0.01 level and vicarious learning at 0.05 level. Results revealed that there were significant differences in physics achievement among schools at 0.01 level. Regression analysis revealed that knowledge of cognition, mastery experiences and vicarious learning were the important predictors of physics achievement. The results of regression model indicated that 38% of variance in students’ physics achievement could be predicted from the combination of metacognition and self-efficacy.