Abstract

This paper investigated the impact of metacognitive strategies of reading textbook on students’ learning of Physics in Secondary Schools in Ekiti State, Nigeria. This was a descriptive survey research which was questionnaire based. The population of the study was all public Secondary Schools (Senior Secondary class 2 Physics students) in Ikere Local Government Area of Ekiti State, Nigeria. Stratified random sampling technique was used to select twenty (20) Physics students each from the five (5) selected Schools of the study. A total of One hundred (100) Senior Secondary class 2 Physics students were used as samples for the study, these comprise of sixty eight (68) male and thirty two (32) female. Three research questions were generated and were tested at 0.05 level of significance. Among others, the study revealed that; Most Physics students in Secondary Schools in Ekiti State do not applied meta cognitive strategies while reading Physics textbooks before, during and after reading. Conclusion and recommendations were also made in this paper.

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