Metacognitive Strategies on Classroom Participation and Student Achievement in Senior Secondary School Science Classrooms

Autor/in	ibe, Helen Ngozi
Titel	Metacognitive Strategies on Classroom Participation and Student Achievement in Senior Secondary School Science Classrooms
Quelle	In: Science Education International, 20 (2009) 1-2, S.25-31 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Control Groups; Quasiexperimental Design; Academic Achievement; Achievement Tests; Metacognition; Statistical Analysis; Classrooms; Methods; Researchers; Teaching Methods; Questioning Techniques; Instructional Effectiveness; Secondary Education; Science Education + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Statistische Analyse; Classroom; Klassenraum; Method; Methode; Researcher; Forscher; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Unterrichtserfolg; Sekundarbereich; Naturwissenschaftliche Bildung
Abstract	Teachers constantly face the challenges of the most effective methods of instruction that could enhance academic achievement and match the diversity among students. This study therefore aimed at examining the effects of metacognitive strategies on classroom participation and student achievement in Senior Secondary School Science classrooms. One research question and hypothesis guided the study. The design for the study was a quasi-experimental design involving 3 intact groups namely two treatment groups:- Think -Pair-Share (TPS) strategy and the Metacognitive Questions (MQ) and a control group. The study lasted for 11 weeks. The sample comprised of 24, 22 and 21 subjects for control, TPS and MQ respectively. A researcher made achievement test in the topic-density was used to measure achievement in the 3 groups. The research question was answered using descriptive statistics as in mean and standard deviation while the hypothesis was tested using analysis of covariance (ANCOVA). Results revealed that the Metacognitive strategies were most effective in enhancing academic achievement followed by the TPS. The researcher recommends that Metacognitive strategies and questions be infused in the classroom so as to help students learn material more efficiently, retain information longer and generalize skills. (Contains 3 tables.) (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10