Resumo

MEDINA-CUSTODIO, Diana Marleny; DURAN-LLARO, Kony Luby  e  MUCHA-HOSPINAL, Luis Florencio. Impact of metacognitive strategies on autonomous learning in elementary school students. Episteme Koinonía [online]. 2025, vol.8, n.esp1, pp.424-441.  Epub 20-Jun-2025. ISSN 2665-0282.  https://doi.org/10.35381/e.k.v8i1.4480.

The objective of the study was to determine to what extent metacognitive strategies influence autonomous learning in elementary school students of an educational institution in Otuzco, 2024. The study used a quantitative methodology with a pre-experimental and experimental research design. The sample consisted of 32 students. As a technique, the survey was applied and, as an instrument, the "autonomous learning questionnaire" was used, which consisted of 24 items validated by the judgment of 3 experts and a Cronbach's alpha of 0.734, thus being reliable. The contrast between the results achieved in the initial test and the post-test shows a notable variation in the participants' degrees of performance. As for the conclusions, the p-value obtained of 0.000, was lower than the threshold of p < 0.05, demonstrating that the metacognitive strategies significantly influenced the autonomous learning of elementary school students.

Palavras-chave : Metacognitive strategies; autonomous learning; students..

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