Metacognitive Autonomy and Cognitive Efficiency of Masters Students in the Faculty of Letters and Social Sciences at the University of Douala

Abstract

In a university environment where the role given to autonomy in learning remains primordial but which, curiously, seems paradoxical in view of unsatisfactory qualitative achievements, this article proposes to identify the type of autonomy likely to boost the cognitive efficiency of Master's degree learners. Deciphering the cognitive processes before, during and after learning, the theoretical field as well as the works that feed this study, concern awareness, self-efficacy, self-determination and the mobilisation of metacognitive strategies. The four hypotheses, derived relatively from these dimensions, were approved in the light of the results of the survey conducted among 252 Master's subjects of the Faculty of Letters and Social Sciences of the University of Douala (FLSH of UDla). Selected by cluster probability sampling and subjected to a self-assessment questionnaire, the data was analysed using Pearson's r correlation test. From this analysis and interpretation, it was found that there is a significant relationship between metacognitive autonomy and cognitive efficiency of the Master's learners at the FLSH of UDla. These results have been discussed with works that focus on social reproduction, emotional management and pedagogical practices (Bourdieu and Passeron, 1970; Goleman, 1997; Fonkoua, 2006). However, it should be noted that the metacognitive learner is sufficiently autonomous and capable in his or her learning to achieve effective goals.