A study “Metacognitive Awareness of Learning Strategies in College Students” by Jennifer McCabe was conducted with the goal of accurate prediction among college students. While the reason for the study may initially seem unclear, a quote from the study by Jennifer McCabe stated, “If instruction on applied learning and memory topics is associated with increases in metacognition and subsequent academic performance, as suggested in research previous, then participants with more in-depth knowledge of the instructions should perform better on the items of the scenario survey”. The survey was conducted on two groups of university students to discover the effect of metacognition in different learning strategies, the first and second groups consisted of two groups of different students, one group composed of first year students and the second group composed of “high” performing and mature students”. by applying certain types of learning strategies before choosing which one to use, while the first group was asked to choose without any form of help or guidance. Metacognitive awareness between the two groups was significantly differential when the survey results were shown. The second group not only performed well, but performed much better than the group of unguided first-year students, metacognition being the determining element.