The effect of a metacognitive strategy of instruction on the anxiety level of students in science classes

Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students

“…Multiple studies have indicated that promoting metacognition, a process in which students think about and reflect upon their own learning, can lead to reductions in test and course anxiety (Alaiyemola et al, 1990;Everson et al, 1994;Matthews et al, 1999;Spada et al, 2006). Students generally need to be prompted to deliberately engage in metacognition, and instructor assistance may be needed to guide student thinking about studying, particularly for students earlier in their college careers (Stanton et al, 2019).…”

“…Multiple studies have indicated that promoting metacognition, a process in which students think about and reflect upon their own learning, can lead to reductions in test and course anxiety ( Alaiyemola et al. , 1990 ; Everson et al.…”

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). Other metacognitive strategies proposed for use in the Nigerian school system are graphic organizers; metacognitive scaffolding; reciprocal teaching; explicit instruction; and collaborative learning (Okoza and Aluede, 2014).…”

The Prediction of Student Performance in Chemistry-based Courses in Public Universities Using University Matriculation Entrance Scores in Chemistry

“…This, in turn, will affect the performance and quality of graduates from different schools. However, great effort has been made over the years by science educators to improve science achievement through effective teaching strategies [33], [34], [35], [36]. Therefore, it is expected that the performance/achievement of students in sciences and mathematics should give commensurate returns with the level of effort put forth but Onwuakpa [37] argues that the performance is not encouraging.…”