EFFECTS OF METACOGNITIVE LEARNING CYCLE (MLC) ON STUDENTS’ ACHIEVEMENT AND INTEREST IN BASIC SCIENCE

EFFECTS OF METACOGNITIVE LEARNING CYCLE (MLC) ON STUDENTS’ ACHIEVEMENT AND INTEREST IN BASIC SCIENCE

ABSTRACT

This study 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 research 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 secondary 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 instruments 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 interaction 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.