EXPLORING METACOGNITION AND LEARNING ATTITUDE AMONG UNDERGRADUATE STUDENTS OF ADEKUNLE AJASIN UNIVERSITY.

ABSTRACT This study investigated the relationship between metacognition and learning attitude among undergraduates of Adekunle Ajasin University, Akungba-Akoko. The objectives were to assess the level of metacognitive awareness, examine students’ learning attitudes, and explore the correlation between the two variables. A descriptive survey research design was employed, and data were collected from 200 respondents selected through stratified random sampling. A structured questionnaire, validated through expert review and pre-testing, was used to gather data. Descriptive statistics (frequency, percentage, and cumulative percentage) and inferential statistics (t-test and ANOVA) were applied in data analysis. Findings revealed that although fewer than 13% of students regularly engaged in planning, monitoring, and evaluating their learning, t-test analysis (tcal = 59.31, p < 0.05) showed a statistically significant level of metacognitive awareness, leading to the rejection of the first null hypothesis. Positive learning attitudes were generally low, with less than 15% of students showing strong motivation, confidence, or proactive study habits. ANOVA results further indicated a significant relationship between metacognitive awareness and learning attitude, confirming that students with higher metacognitive skills tended to have more positive attitudes toward learning. Common obstacles to effective learning included poor time management, social media distractions, and limited access to materials.The study concludes that metacognition plays a crucial role in shaping learning attitudes and overall academic success. It recommends targeted interventions to improve students’ application of metacognitive strategies, motivation-building programs, time management training, and measures to reduce academic distractions. Encouraging collaborative learning, providing access to resources, and integrating metacognitive skills training into the curriculum could enhance students’ engagement, resilience, and academic performance. Keywords: Metacognition, Learning Attitude, Undergraduate Students, Academic Performance, Self-Regulated Learning, Adekunle Ajasin University, Motivation, Time Management.