Impact of Metacognitive Learning Cycle on Secondary School Students’ Achievement in Chemistry in Federal Capital Territory, Abuja
Keywords:
Metacognitive learning cycle, Achievement, ChemistryAbstract
This study investigated the impact of metacognitive learning cycle on secondary school students’ achievement in chemistry in Federal Capital Territory, Abuja. Two research objectives, two research questions and two null hypotheses guided the study. A pretest and posttest non-equivalent quasi-experimental research design comprising of one experimental and one control group was adopted for the study. The sample of the study comprised 98 senior secondary two (SS2) students drawn from two co-educational schools sampled out using purposive and random sampling techniques. The instrument used for data collection was Chemistry Achievement Test (CAT). The reliability index of the CAT was determined using Kuder Richardson and found to be 0.81. Data collected were analysed using mean, standard deviation and ANCOVA statistics. The results revealed that metacognitive learning cycle approach was more effective in facilitating students’ achievement in Chemistry than conventional teaching method. It also revealed that there was no significant difference in the achievement scores of male and female students taught chemistry using metacognitive learning cycle approach. Based on the findings, recommendations were made on the need to use metacognitive learning cycle approach for teaching and learning of chemistry.
References
1. Abah, J. A. (2020). An appeal in the case involving conventional teaching: Emphasizing the transformation of enhanced conventional teaching in mathematics education. Village Math Educational Review (VER)1 (10). 1-10 https://villagemath.net/journals/ver/v/i/abah.
2. Adom, D., Mensah, J.A., & Dake, D.A. (2020). Test, measurement and evaluation: Understanding and use of the concepts in education. International Journal of Evaluation and Research in Education 9 (1), 109-119.
3. Ajayi, V. O. & Ogbeba, J. (2017). Effect of gender on senior secondary chemistry students’ achievement in stoichiometry using hands -on activities. American Journal of Educational Research 5 (8):839-842.
4. Arslantas, F., Wood, E. & MacNeil, S. (2018). Metacognitive foundations in higher education chemistry. ACS Symposium Series, 57-77 doi: 10.1021/bk-2018-1293.ch005
5. Ejedegbe, O. (2016). Gender differences in secondary school students’ development in chemistry. International Journal of Trend in Research and Development 3(3) ,55-61. ISSN:2394-9333.
6. Igbonugo, B. I. (2015). Effects of peer teaching on students’ achievement and interest in difficult chemistry concepts. International Journal of Educational Research 2(2), 61-71. Ibadan, HEBN Publishers PLC.
7. Jack, G. U., & Zubairu, H. A (2022). Influence of gender on secondary school students’ achievement, retention and attitude in chemistry using 4MAT teaching model. Journal of Education in Developing Areas,29(2).
8. Okeke, O.J. (2018). Interaction effect of gender and treatment on mean retention score of chemistry students taught using Mend Mapping Teaching Strategy (MMTS) in Enugu. International Journal of Research in Engineering and Applied Sciences (IJREAS) 8(10), 25-42.
9. Osuafor, A.M. & Obimezie, C.C. (2021). Effect of metacognitive learning cycle on academic achievement of secondary school students in mathematics in Anambra State. UNIZIK Journal of Educational Research and Policy Studies 8;153-161.
10. Owo, W. J. & Ikwut, E. F. (2015). Relationship between metacognition, attitude
and academic achievement of secondary school chemistry students in Port Harcourt, Rivers
State. IOSR Journal of Research & Method in Education, 5 (6),6-12.
11. Oyelekan, O. S., Jolayemi, S.S. & Upahi, J.E. (2018). Relationship among senior school students’ self-efficacy, metacognition and their achievement in chemistry. Cupriot Journal of Educational Sciences 14 (2), 208-221
12. Samuel, N. N., & Okonkwo, I. G. (2021). Relationship between metacognition locus control and academic achievement in secondary school chemistry students in Anambra State, Nigeria. Educational Research International.
13. Smith-Ferguson, J. (2020). Metacognition: A to unlocking learning.
14. Uzobuike, P. O., & Okoli, J. N. (2020). Effect of metacognitive teaching method
on secondary school students’ achievement and interest in physics in Anambra State. UNIZIK Journal of STM Education, 3(2), 159–167. Retrieved from https://journals.unizik.edu.ng/jstme/article/view/515
