Effect of Metacognitive Instructional Strategy on Achievement and Self-Esteem in Basic Science in Nasarawa State, Nigeria

Main Article Content

ISAH, Amina (PhD)
Philip Aku Eggon (PhD)
Justina T. Dibilang

Abstract

This study investigated the Effect of Metacognitive Instructional Strategy (MCIS) on the Self-esteem and Achievement of Students in Basic Science in Nasarawa State, Nigeria.  Two research questions guided the study and two null hypotheses were formulated and tested at 0.05 level of significance. Quasi experimental research design of pre-test and post-test of non-randomized and nonequivalent experimental and control group was adopted.  The population of the study was 17,761 JS III students from junior secondary schools in the three educational zones in Nasarawa State, during the 2018/2019 academic session.  The sample size was 300 JS III students drawn from six intact classes of 50 students, using a simple random technique.  Two instruments which comprised of Basic and Achievement Test (BAT), and Basic Science Self-esteem Rating Scale (BSSERS), were developed by the researcher and validated by two experts from the Measurement and Evaluation and Science Education Departments were used for data collection. The internal consistencies of the instruments- BSSERS and BAT were obtained using Cronbach Alpha and Kuder Richardson formula as 0.86, and 0.74 respectively. Descriptive statistics of mean and standard deviation scores were used to answer the research questions while the null hypotheses were tested at a 0.05 level of significance using Analysis of Covariance (ANCOVA).  Results showed that metacognitive instructional strategy was more effective in facilitating students’ self-esteem, and achievement in Basic Science than conventional teaching method. The strategy promoted the use of cognitive knowledge of thinking and the acquisition of scientific skills as well as mastering concept and principles of Basic Science. The study recommended adequate training and re-training of teachers on the use of metacognitive instructional strategy model for Nigerian Junior Secondary Schools through workshops and seminars organized by school authorities or Professional bodies such as Science Teachers’ Association of Nigeria.

Keywords: Metacognitive, Instructional Strategy, Self-Esteem, Achievement, Basic Science

Article Details

Isah, A., Eggon, P. A., & Dibilang, J. T. (2023). Effect of Metacognitive Instructional Strategy on Achievement and Self-Esteem in Basic Science in Nasarawa State, Nigeria. African Journal of Humanities and Contemporary Education Research, 15(1), 165-175. https://doi.org/10.62154/x954x4
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Copyright (c) 2023 ISAH, Amina (PhD), Philip Aku Eggon (PhD), Justina T. Dibilang (Author)

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ISAH, Amina (PhD), Nasarawa State University, Keffi, Nigeria.

Department of Science Technology & Mathematics Education,

Faculty of Education, Nasarawa State University, Keffi, Nigeria.

Philip Aku Eggon (PhD), Nasarawa State University, Keffi, Nigeria.

Department of Science Technology & Mathematics Education,

Faculty of Education, Nasarawa State University, Keffi, Nigeria.

Justina T. Dibilang, Federal College of Education (Technical), Gombe State, Nigeria.

Department of Biology Education,

Federal College of Education (Technical), Gombe State, Nigeria.

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