Effect of Metacognitive Learning Strategies on English Language Performance among Students in Kenya

Autor/inn/en	Omare, Justine Momanyi; Aloka, Peter J. O.; Ochieng, Robert Onyango
Titel	Effect of Metacognitive Learning Strategies on English Language Performance among Students in Kenya
Quelle	In: International Journal of Learning and Change, 14 (2022) 4, S.357-373 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2875
DOI	10.1504/IJLC.2022.124471
Schlagwörter	Metacognition; Learning Strategies; English (Second Language); Second Language Learning; Foreign Countries; Grade 11; Secondary School Students; Questionnaires; Academic Achievement; Kenya; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; Sekundarschüler; Fragebogen; Schulleistung; Kenia
Abstract	The study investigated the effect of metacognitive learning strategies on academic performance in English language among students in public secondary schools in Kenya. The study adopted Solomon four-group experimental design. The participants comprised 283 Grade 11 students from four public secondary schools. The study utilised a modified standardised metacognitive learning strategy questionnaire (MLSQ) to measure the use of metacognitive learning strategies by students in English language. Cronbach's alpha ([alpha]) was computed to investigate the internal consistency of the questionnaire and the overall reliability coefficient of [alpha] = 0.827 was reported. The findings is that there is significant difference between experimental group posttest scores (Group-3) and control group posttest scores (Group-4), t(53) = -8.095 (p < 0.05). The conclusion is that metacognitive learning strategies are effective in enhancing student's academic performance in English language. Teachers of English language should therefore utilise metacognitive learning strategy during instruction in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01