Resumen

LOPEZ ALVARADO, Linda Priscilla et al. Metacognitive strategies program to improve autonomous learning in pre-professional practice students. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.39, pp.2461-2475.  Epub 03-Jul-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i39.1063.

Metacognitive strategies strengthen autonomous learning, preparing students to face their future work life. The objective of the research was to determine the impact of the metacognitive strategies educational program on the autonomous learning of pre-professional practice students of the Faculty of Education Sciences and Humanities of the National University of the Peruvian Amazon during 2021. An evaluative and longitudinal study was carried out, with a pre-experimental design on a sample of 60 students divided into two groups, control and experimental, to whom a rubric was applied and the impact of the intervention was evaluated. The comparative analysis shows that metacognitive interventions significantly improved the autonomy and effectiveness of learning in students; the scores of the experimental group increased from 12.37-12.67 to more than 15 points, and the average of autonomous learning rose from 12.40 to 13.47, evidencing the effectiveness in self-planning, self-regulation and self-assessment for various learning styles. It is concluded that integrating metacognitive strategies enhances the autonomy and effectiveness of learning.

Palabras clave : Aprendizaje autónomo; Autoevaluación; Autorregulación; Estrategias metacognitivas; Práctica preprofesional.

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