Examining the Relationship between Online Learning Platforms and Metacognitive Skills among Secondary School Students

Abstract

Effective engagement in online learning scenario places significant responsibility on the learners for self-regulation and autonomy. The integration of technology and the internet has greatly enhanced student-centred learning, allowing for the sharing and expansion of knowledge through various digital tools. Online learning involves using internet-based platforms to support and enhance the learning experience by giving learners access to a range of services and resources. This study investigates the relationship between the use of online learning platforms and metacognitive skills among 300 secondary school students in Golaghat district, Assam. The data were collected through the Metacognitive Skills Inventory of Gupta & Suman and a researcher-made Online Learning Platform Questionnaire employing a descriptive survey design. Pearson’s correlation and t-tests were used for analysis. The results showed no significant relationship between online learning platform use and metacognitive skills. Additionally, no significant gender differences were found in either variable. The findings suggest that using online platforms alone does not enhance students’ metacognitive regulation unless supported by guided instructional strategies.