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ERIC Number: EJ890653
Record Type: Journal
Publication Date: 2009-Dec
Pages: 7
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-2077-2327
Metacognitive Strategies on Classroom Participation and Student Achievement in Senior Secondary School Science Classrooms
ibe, Helen Ngozi
Science Education International, v20 n1-2 p25-31 Dec 2009
Teachers constantly face the challenges of the most effective methods of instruction that could enhance academic achievement and match the diversity among students. This study therefore aimed at examining the effects of metacognitive strategies on classroom participation and student achievement in Senior Secondary School Science classrooms. One research question and hypothesis guided the study. The design for the study was a quasi-experimental design involving 3 intact groups namely two treatment groups:- Think -Pair-Share (TPS) strategy and the Metacognitive Questions (MQ) and a control group. The study lasted for 11 weeks. The sample comprised of 24, 22 and 21 subjects for control, TPS and MQ respectively. A researcher made achievement test in the topic-density was used to measure achievement in the 3 groups. The research question was answered using descriptive statistics as in mean and standard deviation while the hypothesis was tested using analysis of covariance (ANCOVA). Results revealed that the Metacognitive strategies were most effective in enhancing academic achievement followed by the TPS. The researcher recommends that Metacognitive strategies and questions be infused in the classroom so as to help students learn material more efficiently, retain information longer and generalize skills. (Contains 3 tables.)
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A