Email this article Construction of Metacognition Assessment Scale to Enhance Learning Efficiency among students in Secondary school, Orhionmwon local Government, Edo State, Nigeria
Abstract
The aim of this study was to develop a Metacognition Assessment Scale for secondary school students in Orhionmwon Local Government, Edo State, Nigeria. The research design employed was a survey descriptive approach, with a sample size of 50 participants. The scale comprised 30 items adapted from Schrew and Dennis' (1994) metacognitive inventory. Questionnaires, totaling 50 copies, were distributed to the study participants. To validate the scale, factor analysis was employed, resulting in the identification of 13 items from the original 30. Principal Component Analysis (PCA) revealed a five-factor structure, ensuring content validity. The factors and their respective percentages of variance explained were as follows: Cognitive Knowledge (F1) with 4 items (1, 2, 3, and 4) at 17.25%, Procedural Knowledge (F2) with 2 items (5 and 6) at 14.08%, Evaluation (F3) with 2 items (7 and 8) at 11.35%, Cognitive Monitoring (F4) with 2 items (9 and 10) at 10.52%, and Information Management Strategies (F5) with 3 items (11, 12, and 13) at 9.26%. In total, these factors explained 62.46% of the variance. Factor-loading matrices were employed to identify related items describing each component, with factor loadings ranging between .42 and .83, indicating robust construct validity. The mean score of each item on the scale met the benchmark of 2.5. The Metacognition Assessment Scale demonstrated a Cronbach’s alpha reliability coefficient of .73, affirming its reliability. Researchers interested in promoting effective teaching and learning are recommended to utilize this scale in their studies.
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