Assessing Students' Metacognitive Awareness of Learning Strategies among Secondary School Students in Edo State, Nigeria

Abstract

This study examined metacognitive awareness of learning strategies among Secondary School Students in Edo State, Nigeria. The study was an exploratory one, which utilized descriptive statistics. A total number of 1200 students drawn through multistage proportionate random sampling technique participated in the study. The study found that secondary school students have poor use of metacognitive awareness of learning strategies, and there was no significant difference between students in Junior and Senior Secondary schools in the extent to which they use metacognitive awareness of learning strategies. The study recommended among others that: teachers should teach with metacognitive learning strategies; both pre-service and in-service teachers should be taught the concept of metacognition as a new strategy for enhancing students learning and direct instruction on metacognitive awareness strategies should be given to the students in the classroom.

Metacognitive Knowledge, Skills, and Awareness: A Possible Solution to Enhancing Academic Achievement in African American Adolescents

“…The process of thinking, cognition, or metacognition is a topic that is common in the field of education. By understanding cognition, it may be easier to explain the role of metacognition in teaching and learning (Brown, 1978; Okoza, Aluede, & Owens-Sogolo, 2013). Cognitive development theorists propose that many aspects of cognition involve predictable sequences of developmental stages, whereby children build on knowledge and skill acquisition from previous stages.…”

Estudio autónomo y estrategias metacognitivas: sus implicaciones para mejorar el aprendizaje del idioma inglés en educación básica

“…Estrategias específicas para que los profesores enseñen a sus alumnos el reconocimiento y el uso de estrategias metacognitivas son, entre otras, la instrucción dirigida, el uso de diarios de clase reflexivos por parte de los alumnos, lluvia de ideas, pensamiento lateral, pensamiento metafórico y mapas mentales (Hargrove, 2013;Henter & Indreica, 2014;Okoza, Aluede & Owens-Sogolo, 2013).…”

Self-Assessed Metacognitive Awareness among Students of the University of Ibadan, Nigeria

“…In Nigeria, promoting student metacognitive knowledge and metacognitive regulatory skills is part of the recommendations for improving the declining performance in secondary level public examinations in Nigeria (Okoza et al 2013;Ijiga, 2014;Maduabuchi et al, 2016;Gengle et al, 2017). The metacognitive strategy of concept mapping lowered anxiety level towards the study of biology (Alaiyemola et al 1990).…”

“…Thus, at the post-secondary level in Nigeria, explicit instruction on metacognition would help improve the metacognitive knowledge and metacognitive regulatory skills that learners exhibit during post-secondary learning and life-long learning. Studies on metacognition and learning in Nigeria have been limited with emphasis on secondary students (Nbina and Viko, 2010;Adedipe and Ofodu, 2011;Onu et al 2012;Eluemuno et al, 2013;Okoza et al, 2013;Ijiga, 2014;Ajaja and Agboro-Eravwoke, 2017).…”