Abstract
Students’ poor performance or low academic achievement, especially in the sciences, has been a source of concern for educationists and the Science Teachers Association of Nigeria (STAN) in particular. This study is one of the attempts to seek ways of improving students’ learning so as to reflect in their academic achievement, especially in the sciences, through the use of metacognitive strategy of self-monitoring. The study involved manipulation of three independent variables of treatment, gender and school type (mixed sex and same sex) to see the effect on the dependent variable – students’ learning as reflected in their achievement in integrated science. Five research questions were asked and answered while five hypotheses were tested using analysis of covariance. A quasi-experimental design was employed using six intact non-equivalent class groups. The population for the study was 2500 junior secondary class two (JSII) students within Nsukka education zone while the sample was 233 JSII students drawn from six classes from six schools. The six classes were drawn, two each, from mixed sex schools; all boys schools and all girls schools with one serving as the treatment and the other as the control in each cluster. The treatment consisted of the detached content independent approach (DCIS), whereby the researcher explained to the students the steps involved in using self-monitoring and guided them to learn how to apply same in the course of learning. An instructional package on how to use self-monitoring as a strategy was designed and used while achievement test on JSII integrated science served as the instrument. It was found that the treatment involving use of self-monitoring strategy had significant effect on students’ achievement. School type also had significant influence on students’ achievement. However, gender was found not to have a significant influence on the achievement of those that employed self-monitoring. It was then concluded that equipping students with skills for using self-monitoring strategy facilitates their learning and so improved academic achievement in school.
| Review project details | Comments |
|---|---|
| Number of Pages | 118 pages |
| Chapter one (1) | Yes Introduction |
| Chapter two (2) | Yes Literature review |
| Chapter three (3) | Yes methodology |
| Chapter four (4) | Yes Data analysis |
| Chapter five (5) | Yes Summary,discussion & recommendations |
| Reference | Yes Reference |
| Questionnaire | Yes Questionnaire |
| Appendix | yes Appendix |
| Chapter summary | yes 1 to 5 chapters |
| Available document | PDF and MS-word format |
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