Integrating metacognitive strategies into classroom instruction to combat academic stress and improve achivement in secondary schools

This study investigates the effectiveness of metacognitive strategy integration in secondary school classrooms to address academic stress and enhance scholastic achievement. Conducted in Darbhanga district, Bihar, the research employed a quasi-experimental design with 240 students (aged 14-16) from four government secondary schools. Students were divided into experimental and control groups, with the experimental […]