MUMBAI, India, Sept. 7 -- Intellectual Property India has published a patent application (202621088058 A) filed by Dr. Rashmi Achmare; Dr. P. K. Shukla; Dr. Sumita Mandal; Ms. Rahmath Nisha Ameer; Dr. Ramanathan Mohan; Dr. E. Nirupama; Dr. Arivuselvee Vellore Jayaraman; Dr. Ranjithaa K C; Ms. S Harini; Dr. T. C. Manjunath; Dr Gigi G S; and Dr. V. Selvalakshmi on July 19, 2026, for Analysis Of Metacognitive Awareness And Study Habits Among Academic Achievers And Non- Achievers In Higher Education.
Inventors include Dr. Rashmi Achmare; Dr. P. K. Shukla; Dr. Sumita Mandal; Ms. Rahmath Nisha Ameer; Dr. Ramanathan Mohan; Dr. E. Nirupama; Dr. Arivuselvee Vellore Jayaraman; Dr. Ranjithaa K C; Ms. S Harini; Dr. T. C. Manjunath; Dr Gigi G S; and Dr. V. Selvalakshmi.
The application for the patent was published on September 04, 2026, under issue no. 36/2026.
Abstract: ABSTRACT ANALYSIS OF METACOGNITIVE AWARENESS AND STUDY HABITS AMONG ACADEMIC ACHIEVERS AND NON-ACHIEVERS IN HIGHER EDUCATION Metacognitive awareness and study habits are critical factors influencing academic performance and learning outcomes in higher education. Students with strong metacognitive skills are capable of planning, monitoring, regulating, and evaluating their learning processes effectively, whereas students with poor metacognitive awareness often encounter difficulties in academic achievement. Similarly, effective study habits contribute significantly to knowledge acquisition, time management, problem-solving ability, and examination performance. The present innovation proposes an integrated academic performance assessment framework that analyzes the relationship between metacognitive awareness, study habits, and academic achievement among higher education students. The framework evaluates cognitive, behavioral, and learning-related factors including self-regulation, learning strategies, goal setting, time management, concentration, resource utilization, and academic engagement. The proposed system enables educational institutions, researchers, counselors, and policymakers to identify factors contributing to academic success and underperformance. By integrating metacognitive assessment with study habit evaluation, the framework provides a comprehensive mechanism for understanding learning behaviors and developing personalized academic improvement strategies. The innovation can be applied in higher education institutions, student counseling centers, educational research organizations, and academic support systems to enhance learning outcomes and promote student success.
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