Metacognitive Supervision and Level of Engagement in Learning Activities among 5th Year Students of the Teacher Training College of Maroua

Abstract

Cameroon's higher education system has experienced substantial growth in student enrollment, increasing from less than 10,000 to nearly 150,000 between 1980 and 2020, without appropriate pedagogical adaptations. This massification has complicated student success, particularly in psychology where small group work is required. Several studies have revealed difficulties with self-regulation linked to metacognitive deficits in Cameroonian students, impacting Master's programs. This paper examines the relationship between metacognitive supervision and student engagement among Master's students at ENS Maroua. It is grounded in models by Pintrich (2000), Zimmerman (2000), and Winne & Hadwin (2008). A questionnaire was administered to 170 students. The results show that the most engaged students are able to supervise their learning through goal awareness, planning, monitoring and self-evaluation. The paper thus highlights the role of metacognitive supervision in academic achievement in the context of massification.