The introduction of a reflective diary in the educational process is an effective means of developing metacognitive skills of 11th grade students of the Nazarbayev Intellectual School for Advanced A-level Programme 21 students in biology and 16 students in computer science were involved in processing the data of the reflective diary strategy. In the context of learning biology and computer science subjects, this strategy helps students to be aware of their thought processes, analyse progress, and the teacher to adjust the learning process.

Zimmerman’s cyclic model of self-regulated learning and Vygotsky's Social Constructive theory provided the foundation for exploring how reflective diaries contribute to fostering self-regulated learning. Through thematic analysis, two main research questions were identified:

1. How do reflective diaries influence students’ cognition and epistemological beliefs? (focusing on understanding and applying knowledge).
2. How do reflective diaries impact students’ metacognition? (centering on awareness and regulation of their cognitive processes).

Additionally, a third research question emerged: What role do reflective diaries play in enhancing students’ motivation? (emphasizing emotional engagement). The study also highlights its limitations and offers suggestions for future research.

Metacognitive skills involving planning, monitoring, and evaluating one's own learning contribute to academic achievement and critical thinking. After analyzing the study data, we argue that in biology, the reflective diary allows students to record their understanding of complex biological processes and interrelationships, while in computer science, it helps them track programming logic, algorithmic thinking when solving problems. In general, it increases responsibility for their own learning. Pupils also noted that the use of the reflective diary contributed to a deeper learning of the material.

Moreover, the study highlights that the integration of reflective diaries fosters self-regulated learning by encouraging students to set goals, track their progress, and adjust their strategies accordingly. Additionally, teachers feedback plays a crucial role in guiding students toward more effective learning approaches, making the educational process more personalized and adaptive. The findings suggest that reflective diaries not only support academic performance but also cultivate a habit of self-reflection, which is critical for lifelong learning.

The structure of the reflective diary consists of key questions that require in-depth analysis to assess understanding of biology and computer science topics. The reflective diary includes teacher feedback, allowing the teacher to reflect on their lesson planning accordingly. Thus, the research findings show that the recommendations from the reflective journal can be used to develop students' metacognitive skills in writing and when doing summative work.

The study was conducted in a quasi-experimental design with both qualitative and quantitative analyses. Its aim was to was to determine the impact of the reflective diary strategy on the development of metacognitive skills of 11th grade A-Level students at Nazarbayev Intellectual School (NIS) in biology and computer science. A total of 37 students participated, 21 students and 16 students Computer Science. participants were selected based on based on their enrollment in the advanced A-Level program, their willingness to use a reflective diary and interest in metacognition skills: studying in an advanced A-Level program, willingness to use a reflective diary throughout the study period, and interest in developing metacognitive skills. The study utilized these instruments: reflective diary, metacognitive skills questionnaire, intervention and observation. The reflective diary served as the main tool for student self-analysis and self-reflection on topics studied. Its structure included: 1. Date: 2. Lesson Topic: 3. Key Questions from the Lesson: What did I learn today? Which concepts were new or surprising? 4. Self-Assessment: - Participation today? (1 to 5) - Which activities were easy for me, which ones were challenging? 5. Most Interesting Part: - What part of the lesson was most engaging? Why? 6. What is Still Unclear: - What questions do I still have about this topic? 7. Personal Connection: - How does today’s topic connect to the real world or my own life? 8. Plan for Improvement: - What can I do to better understand or remember today’s material? 9. Feedback for the Teacher: - What did I enjoy most about the lesson? - What could be make the lesson even better? To assess the level of development of metacognitive skills, we used two key questionnaires: the Metacognitive Awareness Inventory (MAI) created by Schraw and Dennison in 1994, which allows for self-assessment of metacognitive strategies, and the Motivated Strategies for Learning Questionnaire (MSLQ) designed by Paul R. Pintrich in 1991 to evaluate the level of self-regulation Semi-structured interviews were conducted with the students to obtain qualitative data. Stages of the study 1. Preparatory phase - Developing the structure of the reflective diary. - Identification of key metacognitive dimensions. - Conducting an introductory briefing for students. 2. Main stage - Keeping the reflective diary for two academic half-years. 3. analytical stage Quantitative and qualitative analyses: - Comparison of data collected before and after. - Formulation of conclusions and recommendations. - Thematic analysis of pupils' reflective entries. - Content analysis of interviews with pupils and teachers.

The results of the study confirmed that the use of a reflective diary significantly contributes to the development of metacognitive skills of 11th grade students studying on the A-Level programme at Nazarbayev Intellectual School of Physics and Mathematics in Semey. The detailed analysis of the obtained data has shown that keeping a reflective diary has a notably positive impact on the formation of key metacognitive strategies, including planning, monitoring and evaluating one's own learning process. Quantitative analysis revealed a statistically significant improvement in the indicators of students' self-regulation, which indicates an increase in their ability to consciously manage the learning process. In particular, in biology, the reflective diary contributed to a deeper understanding of complex biological processes and interrelationships, and in computer science it enabled students to systematically track algorithmic thinking and programming logic more consciously. These results strongly support the effectiveness of developing metacognitive skills in science learning. Qualitative analysis of the data obtained from diary entries and intervisions showed that students became more aware in independently analyzing their mistakes, identifying gaps in their knowledge, which helps teachers to develop strategies for their elimination. In addition, there was an increase in the overall level of academic responsibility and involvement in the educational process. Teachers also confirmed that feedback based on diary analysis allowed them to flexibly adjust learning strategies, adapting the educational process to the individual needs of students. Thus, the reflective diary can be considered as an effective and practical tool for building metacognitive skills and improving academic performance. The results of the study further support the feasibility of its integration into educational practice, especially in the context of advanced study of disciplines. Future research could be aimed at studying the long-term effects of using reflective diaries, as well as analyzing their impact in other subject areas.

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