Metacognition in competitive examination involves and processes that developing students’ self-awareness and self-regulation while attempting questions. Metacognition enables the students to facilitate and reflect on their learning in order to enable themselves to improve or to make any changes to their examinations. In particular, learning activities, especially in the 21st century, do not merely involve the transfer of knowledge and then applying that knowledge into daily life, but students need to reflect, plan and evaluate learning outcomes to enhance their competitive examinations. The investigator used quasi experimental method and convenient sampling technique for selecting the sample and samples consists of 168 undergraduate students studying in Periyar University affiliated colleges of arts and science. Use of Metacognitive instructional strategies scale was used, this is containing five dimensions like metacognitive task analysis, metacognitive instructional objective, metacognitive preparation, metacognitive evaluation, metacognitive reflection and its reliability value was 0.896. The major findings of the study shows that undergraduate students differ significantly in their use of metacognitive instructional strategies (t=59.307, p<0.001) from pre-test and the post-test at 0.01 level of significance. The mean score of the post-test (M=174.84) is greater than that of pre-test (M= 53.91). It is note that the experimental method could even enhance use of metacognitive instructional strategies among undergraduate students. Further undergraduate students differ significantly between the pre-test and post-test in their use of metacognitive instructional strategies to excel in competitive examinations.