EFFECT OF METACOGNITIVE LEARNING STRATEGY ON ACADEMIC ACHIEVEMENT OF BUSINESS EDUCATION STUDENTS AT AHMADU BELLO UNIVERSITY, ZARIA

Magaji Zakari Buba, Ramatu Talatu Umar

Abstract


The study investigated the effect of Metacognitive Learning Strategy on academic achievement of Business Education Students in the Department of Vocational and Technical Education Ahmadu Bello University, Zaria. The study had three research objectives and three null hypotheses. The researchers adopted a quasi-experimental research of pre-test posttest. The experimental group was subjected to different treatments while the control group was not. The study had a population of 280; these included business education students from three sections namely; accounting education, marketing education and office technology management. The sample of the study was 80 students who were randomly selected from all the sections. This sample was divided into groups the experimental group and control group. Three null hypotheses were tested using t-test statistic at alpha level of 0.05. Results of test of null hypotheses indicated that metacognitive strategy had great impact on students’ mean performance scores. Findings revealed that students who adopted metacognitive strategy in learning business statistics performed better than students who used the conventional strategy. Hence the three null hypotheses were rejected because P-value was less than alpha value (P≤0.05).


Full Text:

PDF

References


Azevedo, R., & Aleven, V. A. W. M. M. (2013). International handbook of metacognition and learning technologies. New York, NY: Springer.

Badawy, M. (2012). Metacognitive Strategies and Grammar Learning: Using a Suggested Metacognitive Strategy Training on improving Grammar Achievement of EFL Engineering Students. Saarbrücken: LAP LAMBERT Academic Publishing.

Bentahar, A. (2012). Can ESL Teachers Teach Reading Metacognitive Strategies; The case of ESL students struggling with reading comprehension. Saarbrucken: LAP LAMBERT Academic Publishing.

Casey, J. E. (2011). A formative experiment to increase English language learners' awareness and use of metacognitive strategies through reciprocal teaching: Pushing toward an end to silence in the classroom. Thesis (Ed. D. Clemson University

Cohen, A. D. (2014). Strategies in learning and using a second language. Routledge.

Cullen, J. L. (2013). Children's ability to cope with failure: Implications of a metacognitive approach for the classroom. Metacognition, cognition, and human performance, 2, 267-3.

Edwards, A. J., Weinstein, C. E., Goetz, E. T., & Alexander, P. A. (2014). Learning and study strategies: Issues in assessment, instruction, and evaluation. Elsevier. International Journal of Education, Learning and Development Vol.3, No.7, pp.47-54, September 2015. Published by European Centre for Research Training and Development UK (www.eajournals.org) 54 ISSN 2054-6297(Print), ISSN 2054-6300(Online)

Evans, R., & Jones, D. (2013). Metacognitive Approaches to Developing Oracy: Developing Speaking and Listening with Young Children. Hoboken: Taylor and Francis.

Herrera, S. G., Holmes, M., & Kavimandan, S. (2011). Crossing the vocabulary bridge: Differentiated strategies for diverse secondary classrooms. New York: Teachers College Press.

Hartman, H. J. (2011). Metacognition in learning and instruction: Theory, research and practice. Fourth Edition.

Kagan, K. H. (2013). Impacts of Reading Metacognitive Strategies and Reading Attitudes on School Success. International Journal of Academic Research, 5(5).

Kolencik, P. L., & Hillwig, S. A. (2011). Encouraging metacognition: Supporting learners through metacognitive teaching strategies. New York: P. Lang.

McInerney, D. M. (2013). Educational Psychology: Constructing learning. Pearson Higher Education AU.

Mohammed K. A. (2015), the Effect of Using Metacognitive Strategies for Achievement And The Trend toward Social Studies For Intermediate Schools Students in Saudi Arabia. International Journal of Education, Learning and Development Vol.3, No.7, pp.47-54, September 2015

Ormond, J. E. (2012). Essentials of educational psychology: Big ideas to guide effective teaching. Boston: Pearson.

Oxford, R. L. (2013). Teaching & Researching: Language Learning Strategies. Routledge.

Schmorrow, D. D., Fidopiastis, C. M., (2013). International Conference on Foundations of Augmented Cognition, FAC, & International Conference on Human-Computer Interaction, HCI International. Foundations of augmented cognition: 7th international conference, FAC 2013, held as part of HCI International 2013, Las Vegas, NV, USA, July 21-26, 2013 : proceedings. Berlin [etc.: Springer.

Shah, S. T. (2012). Examining the impact of selected metacognitive strategies on learning. UMI. Second Edition. Print.

Smilkstein, R. (2011). We're born to learn: Using the brain's natural learning process to create today's curriculum. Thousand Oaks, Calif: Corwin Press.

Steinbach, J. C. (2010). The effect of metacognitive strategy instruction on writing. Lexington, Ky: First Edition.

Teaching Metacognitive Reading Strategies to Second Language Learners in a Classroom Setting. (2010). München: GRIN Verlag GmbH.

Wathen, T. E. (2010). Developing intentional engagement in adolescents: Volitional and metacognitive strategies use in the classroom. Thesis (Ed. D.)--Talbot School of Theology, Biola University.

Zohar, A., & Dori, Y. (2012). Metacognition in science education: Trends in current research. Dordrecht: Springer.


Refbacks

  • There are currently no refbacks.