Many researches on the correlation between metacognitive skills and concept gaining have been widely carried out based on a particular learning model. It was uncovered that there was a significant positive correlation between metacognitive skills and concept gaining. Is it always so, related to one or several learning models? This survey study is conducted to reveal the general idea of the correlation between metacognitive skills and concept gaining based on 26 learnings. The data of metacognitive skills and concept gaining were analyzed using simple linear regression. There was a significant correlation between metacognitive skills and concept gaining at 21 out of the 26 learnings. Thus at one or several learning models there will always be a positive linear correlation between metacognitive skills and concept gaining. Future researches are expected to emphasize on the contribution amount of the metacognitive skills to the concept gaining. The regression equation of the correlation between metacognitive skills and concept gaining of low academic ability students undergoing the cooperative script learning, was proven to have the highest contribution, as much as 87.9%. A different contribution was observed in the Cooperative script learning model implemented in the class of high academic ability students. There was a lower contribution, which was only as much as 36.1%. A similar phenomenon was observed too in relation with the other learning models, such as Jigsaw and TPS learning models. It is believed that it is caused by certain factors in the learning process making the empowerment of metacognitive skills in that particular classroom to be optimal. It is believed that the fact is related to the students' characters, both the high academic ability students and low academic ability students. If there is a particular school or class having many low-academic ability students, the teachers are expected to implement one of the learning models in the class because the model has been proven to have potential in improving the metacognitive skills of low academic ability students, so as to have an effect on the improvement of students' concept gaining.