Abstract

This experimental research examined the usefulness of metacognitive pedagogy on Cognitive Self-Consciousness for Pakistan Studies. A sample of twenty-nine prospective teachers from a distant learning university participated in this study. One-group pretest-posttest design was used due to the small sample size and impracticality of randomization. Primarily, the cooperative teachers were given the training to use metacognitive pedagogy for two weeks, and then they implemented it in the class for six weeks. Qualitative data was collected by Think Aloud method; SPSS software (version 24) was used for calculation; and, onegroup t-test was used to find its effect. The main result of the study concluded that metacognitive pedagogy remained significant. It is recommended that the use of metacognitive pedagogy may lead to drawing the attention of students, open the new doors and create willingness among the learners to dwell their minds to stay in the undiscovered and discovered oceans of knowledge about Pakistan.