Mussa, Omari2024-05-292024-05-292019APAhttps://scholar.mzumbe.ac.tz/handle/123456789/884A dissertation submitted as a partial fulfillment of the requirements for the Degree of Master of Arts in Education (MAED) of Mzumbe UniversityThe study explored the factors influencing students’ metacognition ability in relation to academic performance. The study was guided by three objectives; to assess awareness of education stakeholders in relation to academic performance; to identify factors contributing to building students’ metacognition abilities in relation to academic performance, and; assessing the usefulness of factors building students’ metacognition ability in relation to academic performance. The study employed a qualitative approach and explorative case study design. A sample of 53 respondents was drawn from 3 secondary schools for data collection. Data was collected using interviews, focus group discussion, open ended questionnaires, and documentary review. The study findings revealed that people were aware with the importance of metacognition ability and its contribution to student’s academic performance. Factors influencing students’ metacognition ability in relation to academic performance include quality of teachers, in-service teachers training programmes, guidance and counseling, good instructional methods and materials, school environment as well as parent cooperation. This study recommends that, the government should establish concrete programmes to strengthen the quality of metacognition abilities of students in schools. Budget should be allocated to carter for trainings that shall help teachers enhance the metacognition abilities of their students. Furthermore, plausible policy engagement approaches should involve education stakeholders from the grass roots level of teachers, parents, and community members. In addition there must be strong public private partners in efforts to improve students’ metacognitive abilities.enStudents’ metacognitionAcademic performanceSecondary schoolsEducation stakeholdersThesis