EFFECTS OF SOME METACOGNITIVE INSTRUCTIONAL STRATEGIES ON SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS IN RIVERS STATE OF NIGERIA
Journal Title: Educational Research International - Year 2019, Vol 8, Issue 1
Abstract
This study investigated the effects of some metacognitive strategies on secondary school students’ performance in mathematics in Rivers State of Nigeria. The metacognitive strategies examined are the attribution retraining instruction (ARI) and Self-Management Training (SMT). Two research questions were posed and two hypotheses were formulated and tested at 0.05 level of significance. The non-randomized control group of pretest, posttest quasi-experimental research design involving one control and two treatment groups was used. The population consists of 87,860 senior secondary school students while the sample was made up of three SS 1 of 138 students each drawn from three schools (one control and two treatment groups). The instruments for data collection used for the study was mathematics performance test (MPT) with reliability coefficient value of 0.90. The instrument was validated by two experts in educational psychology, one specialist in measurement and evaluation and one in mathematics education. The mean was used in answering research questions while analysis of covariance (ANCOVA) was used in testing the hypotheses. Findings revealed that the two selected metacognitive strategies were effective in enhancing the academic achievement of the students in mathematics. Based on the findings, it was recommended that policy makers and curriculum developers should advocate for increased and standardized implementation of the selected metacognitive instructional strategies and build them into the curriculum for senior secondary schools also, the policy makers and the government as a whole should allocate increased funding so as to provide regular and special education teachers, some professional development which emphasizes improving the metacognition of students.
Authors and Affiliations
T. Wachikwu
Keywords
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