Review of Related Literature

A literature review is a body of text that aims to review the critical points of current knowledge including substantive findings as well as theoretical and methodological contributions to a particular topic. A literature review usually precedes a research proposal and results section. Its ultimate goal is to bring the reader up to date with current literature on a topic and forms the basis for another goal such as future research that may be needed in the area. According to Cooper (1988), " a literature review uses as its database, reports of primary or original scholarship, and does not report new primary scholarship itself. The primary reports used in the literature may be verbal, but in the vast majority of cases reports are written documents. The types of scholarship may be empirical, theoretical, critical/analytic, or methodological in nature. Second a literature review seeks to describe, summarise, evaluate, clarify and integrate the content of primary reports ". The review of literature becomes a link between the research proposed and the studies already done. It tells the reader about aspects that have been already established or concluded by other authors, and also give a chance to the reader to appreciate the evidence that has already been collected by previous research, and thus projects the current research work in the proper perspective. This step helps to eliminate the duplication of what has already been done in the relevant area. Review of literature is also important to highlight difference in opinions, contradictory findings or evidence and the different explanations given for their conclusions. In short review of literature is a very important aspect of any research both for planning work as well as to shows its relevance and significance. For the present study, a detailed literature survey in relation to Metacognition, Multimedia and other related variables like self efficacy, scientific creativity, social skills and academic anxiety have been carried out. The studies reviewed are presented under the Zohar & David (2010) made a study on the contribution of meta-strategies in scientific inquiry learning. The findings showed that explicit teaching of Metacognitive Strategies had a stronger effect for low-achieving students than for high-achieving students. Karpicke (2010) conducted a study on Metacognitive strategies in student learning. The study has revealed that practicing retrieval of information (by testing the information) has powerful effects on learning and long-term retention. Repeated testing enhances learning more than repeated reading, which …