College students' both over- and under-confidence regarding their examination performances well
demonstrate a low level of metacognition they have. This paper attempted to measure college students'
metacognitive accuracy using three different tools. The study's main rationale is to foster advanced
metacognition among college students. To this end, 48 college freshmen participated in the study, and
their predicted and actual midterm and final scores were calculated. The instructor delivered a series of
lectures on metacognitive skills and its importance. The participants' metacognition levels as well as
awareness of learning processes were measured. The results demonstrated moderate to fairly significant
improvement of metacognition among the student participants over a semester. Relevant implications