Abstract :
The study examines the variables of feedback practices, metacognitive skills, and students’ conceptual learning at the university level. It focuses on understanding how feedback and self-regulation relate to and influence conceptual understanding. The objectives of the study were to find the level of Feedback Practices, Metacognitive Skills and Students’ Conceptual Learning, and to analyze the effect and relationship among Feedback Practices, Metacognitive Skills and Students’ Conceptual Learning at university level. The present study employed a quantitative research design using a survey method. The population comprised all universities in Lahore, totaling 39 institutions, including both public and private universities. A multistage sampling technique was adopted. The instrument of the study was questionnaire. The collected data were coded and analyzed using SPSS. Descriptive statistics, including means and standard deviations, were calculated, and inferential analyses were conducted using linear regression and Pearson correlation to examine the relationships among the study variables. The findings of the study revealed that there is a significant positive relationship among feedback practices, metacognitive skills, and students’ conceptual learning, with feedback practices showing a strong association with conceptual learning (r = .633, p < .01) and metacognitive skills also positively correlated (r = .593, p < .01). Feedback practices and metacognitive skills jointly predict students’ conceptual learning, explaining 50.5% of the variance (R² = .505, F(2, 297) = 151.259, p < .001), with feedback practices (? = .450, p < .001) exerting a slightly stronger effect than metacognitive skills (? = .371, p < .001). Universities should provide professional development programs for instructors focused on effective feedback strategies, while also integrating metacognitive skill training into the curriculum to foster deeper and more transferable conceptual learning among students.