Abstract

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.

Keywords

References

1. Abiam, P. O. & Odok, J. K. (2006). Factors in Students’ achievement in different branches of secondary school Mathematics. Journal of Education and Technology. 1(1), 161 – 168.
2. Bayat, S. & Tarmizi, R. A.(2010). Assessing cognitive and metacognitive strategies during algebra problem solving among university students. International Conference on Mathematics Education Research (ICMER). Procedia Social and Behavioral Sciences, (8) 403–410.
3. Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In Weinert, F., and Kluwe, R. (eds.), Metacognition, Motivation, and Understanding; New Jersey: Erlbaum. 65-116
4. Çalişkan, M & Sünbül, A.M. (2011). The effects of learning strategies instruction on metacognitive knowledge, using metacognitive skills and academic achievement (Primary Education Sixth Grade Turkish Course Sample). Educational Sciences: Theory & Practice. 11(1), 148-153.
5. Charles-Ogan, G (2014). Metacognitive strategy and senior secondary school mathematics students’ misconceptions in Rivers State. The Journal of Mathematical Association of Nigeria, ABACUS, 39(1) 234-246.
6. Desoete, A. (2007). Evaluating and improving the mathematics teaching-learning process through metacognition? Electronic Journal of Research in Educational Psychology, 5 (3), 705-730.
7. Flavell, J.H. (1976). Metacognitive aspects of problem-solving. In L.B. Resnick (Ed.), The nature of intelligence(231-236). New Jersey: Erlbaum.
8. Nett, U.E., Goetz,T., Hall, N.C. & Frenzel, A.C. (2012). Metacognitive strategies and test performance: An experience sampling analysis of students’ learning behavior. Education Research International.
9. Ogunkunle R.A. (2009). Teachers’ effectiveness as emergent issue confronting quality mathematics education in primary schools in Rivers State. African Journal of Historical Sciences in Education, 5 (1& 2), 73-80.
10. Ogunkunle, R.A. & Wonu, N.(2012). Effect of metacognitive strategy on the prediction skills of students with Developmental Dyscalculia (DD) in number and numeration. Journal of Issues in Professional Teacher Education (JIPTE), 3(3), 120-131.
11. Özsoy, G. & Ataman, A. (2009). The effect of metacognitive strategy training on mathematical problem solving achievement. International Electronic Journal of Elementary Education, 1(2), 67-82.
12. Uloko, E.S, Imoko, B.I (2007). Effect of ethnomathematics teaching approach and gender on students’ achievement in Locus. J. Natl. Assoc. Sci. Humanit. Educ. Res. 5(1): 31-36.
13. Wonu, N (2012). Effect of metacognitive strategy on the achievement of students with developmental dyscalculia in number and numeration. An M.Ed Thesis presented to the Department of Curriculum Studies and Educational Technology. University of Port Harcourt.
14. Wonu, N& Anaekwe, E (2014). School effects on students’ mathematical achievement in Obio/Akpor Local Government Area of Rivers State. International Journal of Educational Development,4(1), 69-77.
15. Wonu, N& Ogunkunle, R.A (2015). Effects of metacognitive strategy on the planning skills in number and numeration of students with developmental dyscalculia. The Journal of Mathematical Association of Nigeria, ABACUS, 40(1) 22-34.