Abstract

Metacognition is a vital element in enhancing teaching efficiency. This study explores how metacognitive strategies can be employed in addressing problems in conventional classroom teaching. Metacognition is an individual’s awareness of his/her cognitive processes and the outcomes of those processes. For teachers, this encompasses mindfulness before, during and after teaching sessions. The research aimed to evaluate effectiveness of metacognitive techniques in minimising the classroom conflicts. Sixty students and teachers from Monaragala Royal College were randomly selected for data collection. The study examined challenges in managing human and physical resources, implementing teaching methods and evaluating students’ performance. Data were gathered from primary and secondary sources and analysed using a combination of quantitative and qualitative methods. The findings suggest that metacognitive strategies could significantly enhance students' metacognitive knowledge and cognitive abilities compared to traditional learning methods. Participants reinforced the notion that these strategies are more effective than traditional approaches. The study concludes that metacognitive strategies play an important role in mitigating classroom problems. The recommendations include planning student activities for enhancing achievement, incorporating metacognitive tactics into subject curriculum and offering training to the teachers for boosting metacognitive skills for an effective classroom application. This study contributes to the understanding of how the metacognitive strategies will be integrated for improving learning-teaching process and address common classroom challenges. It accentuates the importance of teacher awareness and adaptability in the creation of a more effective educational environment.

Keywords: Classroom problems, Hypercognitive strategies, Learning and teaching processes, Metacognitive strategies, Teachers