International Journal of Mathematics Trends and Technology
Volume 42 | Number 1 | Year 2017 | Article Id. IJMTT-V42P508 | DOI : https://doi.org/10.14445/22315373/IJMTT-V42P508
The effect of Metacognitive Instructional (MCI) model in enhancing the learning achievement of senior secondary students in solid geometry in Emohua Local Government Area of Rivers State was explored in this study. The quasi-experimental design was used. A total of 58 Senior Secondary School I (SSSI) students participated in the study. The instrument used for data collection was a 50-item multiple-choice test, Solid Geometry Achievement Test (SGAT). The Kuder-Richardson, KR-21 method was used to determine the reliability of the instrument to obtain an index of 0.84. Three research hypotheses guided the study. The findings of the exploration established that metacognitive instructional model was effective in the enhancement of the learning achievement of students in solid geometry. Both the male and the female students benefited from the experiment but the female students of the experimental group benefited most. The interaction effect of instructional models and sexwas not statistically significant over learning achievement of senior secondary students in solid geometry. The study recommended among others that mathematics teachers should try to implement the MCI model in teaching mathematics as it was found to improve the learning achievement of senior secondary students in solid geometry.
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Wonu, Nduka, Charles-Ogan, Gladys, "Metacognition and senior secondary students’ learning achievement in Solid Geometry," International Journal of Mathematics Trends and Technology (IJMTT), vol. 42, no. 1, pp. 50-56, 2017. Crossref, https://doi.org/10.14445/22315373/IJMTT-V42P508
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