Effects of Metacognitive Learning Cycle (MLC) on Students’ Achievement and Interest in Basic Science

ABSTRACT

This investigated the effect of metacognitive learning cycle  (MLC) on  students’ achievement  and interest in Basic science. The interaction effects of gender and methods on  achievement  and interest were also investigated.

Six questions and six hypotheses guided the study. Related literature was reviewed by the researcher. A quasi-experimental, non-equivalent control group design involving four intact classes were used.

Junior two (JS II) Basic Science students in Asaba Education zone of Delta State made up the population of the study. The sample consisted of 273 junior secondary two Basic Science students from four co-educational schools in  two  Local  government areas out of four in Asaba Education Zone.

A multistage sampling technique was used for the selection of four co-educational schools with intact classes. The regular Basic Science teachers of the selected schools were trained and used for the study.

The for data collection  were  the  Basic Science Achievement Test (BSAT) and Basic Science Interest Inventory (BSII). These instruments  were developed by the researcher and validated by experts in Science Education.

In terms  of  reliability, the BSAT has a reliability estimate of 0.60 for items 1-23, 0.95 for items 24-38  and  the  BSII has an internal consistency estimate of 0.88. The data collected were analyzed using mean, standard deviation for research questions, and Analysis of covariance (ANCOVA) for the hypotheses.

The major findings of this study showed that metacognitive learning cycle improved achievement and interest of students in Basic Science. Gender was not a significant factor in students’ achievement in Basic Science but it was a significant factor on students’ interest in Basic Science  in  favor of the female students.

There were no significant effects of methods and  gender on  students’  mean achievement and interest in Basic Science. Based on these findings, it was recommended that Basic Science and other science teachers should adopt the metacognitive learning cycle model  in science teaching.

Efforts should be made to infuse metacognitive learning cycle  method  into  the school curricula and popularize same through workshops, conferences and seminars for pre and in- service teachers.

The limitations of the study were identified and some suggestions for further research were made.

TABLE OF CONTENTS

TITLE PAGE i
APPROVAL PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vii
LIST OF TABLES xi
LIST OF FIGURES xii
ABSTRACT xiii

CHAPTER ONE: INTRODUCTION

Background of the Study 1
Statement of the problem 10
Purpose of the study 11
Significance of the study 11
Scope of the study 13
Research Questions 13
Hypotheses 14

CHAPTER TWO: REVIEW OF LITERATURE

Conceptuals framework 16
What is Basic Science? 16
What is learning? 19
The learning cycle 22
Metacognition 29
The Metacognitive Learning Cycle (MLC) 50
The Concept of Achievement in Science 55
Interest in Science 57
Gender in the Science Education 63
Theoretical Framework
Piagetian Cognitive Theory of Human Learning 65
Vygotsky’s Cognitive Theory of Learning 68
Review of Empirical Studies
Studies on/related to Students’ Achievement in Science 69
Studies on Students’ Interest in Science 74
Studies on Metacognitive Learning Cycle 78
Studies on Gender and Achievement in Science 82
Summary of Review of Literature 85

CHAPTER THREE: RESEARCH METHOD

Design of the study 88
Area of the study 88
Population of the study 89
Sample and sampling techniques 90
Instruments for Data collection 90
Validation of the Instruments 92
Reliability of the Instruments 93
Method of Data collection 98
Method of Data analysis 98

CHAPTER FOUR: RESULTS

Research Question 1 100
Hypothesis 1 101
Research Question 2 102
Hypothesis 2 102
Research Question 3 103
Hypothesis 3 104
Research Question 4 105
Hypothesis 4 105
Research Question 5 106
Hypothesis 5 107
Research Question 6 107
Hypothesis 6 109
Summary of Findings 109

CHAPTER FIVE: DISCUSSIONS, CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS AND SUMMARY

Discussion of Findings 111
Conclusions 116
Educational Implications 117
Recommendations 118
Limitations of the Study 119
Suggestions for further research 120
Summary of the study 120
REFERENCES 124
APPENDICES

INTRODUCTION

1.1 Background of the study

The teaching of science subjects is meant to contribute to all-round development of the child so that such child comes out as a socially useful and efficient citizen of modern scientific world.

The recent trend in science teaching has shown a distinct tendency of general change in emphasis from unrelated knowledge units to contents  logically  organized around problems that concern the students and from preparation of specialists to general education in science for all.

Science teaching is now geared  towards  general change in emphasis from mere acquisition of assorted facts to the development of  functional learning.

Science teachers will, during the process of teaching, inculcate the higher virtues of science such as critical thinking, accurate observation, scientific method and scientific attitude. For this purpose, science teachers are enjoined to employ  the  modern methods of teaching science (Das, 2009).

The word ‘science’ according to Ali (1998; 2010) stands for a variety of information, abilities, and operations. The word science involves doing. Science can be defined as the various processes and activities by which reliable and verifiable knowledge is obtained.

Science is a product of curiosity and seeks to create the medium for understanding of the world and its
components. Science can be developed through practice, observation and reasoning.

Science is basically about becoming aware, exploring, understanding, and exercising some degree of control over the environment through the senses and personal exploration (Erinosho, 2005; Owolabi, 2006).

REFERENCES

Abdullahi, A. (1982). Science teaching in Nigeria. Ilorin: Atoto Press.

Achor, E. E. (2003). Cognitive Correlates of Physics Achievement of SomeNigeria Senior Secondary Students. Journal of Science Teachers Association of Nigeria 38  (1 & 2), 10 – 15.

Achor, E. E. and Kurumeh, M. S. C. (2010). Effect of Dienes Multibase Blocks’ Approach on Secondary School Students’ Achievement in Number Bases. Journal of Science Teachers Association of Nigeria. 45 (1 & 2), 68 – 74.

Ackerman, P. L. (1996). A Theory of Adult Intellectual  Development:  Process, Personality, Interests and Knowledge. Intelligence. 22, 227 – 257.

Adeyemi, T. O. (2008). Predicting Students Performance in Senior Secondary Certificate Examinations from Performance in Junior Secondary Certificate Examinations in  Ondo State, Nigeria. Humanity and Social Sciences Journal, 3 (1), 26 – 36.

Adigwe, J. C. (1992). Gender Differences in Chemical Problem Solving Among Nigeria Students. Research Education. 10 (2), 187 – 201.

StudentsandScholarship Team