The Effect of Instruction in Metacognitive SelfAssessment Strategy on Chemistry Self-efficacy and Achievement of Senior Secondary School Students in Rivers State, Nigeria
Nbina, J. B.
Journal Title:Journal of Research in Education and Society
This study adopted the quasi-experimental research design to examine the effect of instruction in metacognitive self assessment strategy on senior secondary school students' Chemistry self-efficacy and achievement. It also explored the interaction effect of instruction in metacognitive self assessment strategy and gender in Chemistry self-efficacy and achievement. The study was guided by five research questions and four hypotheses. A non-equivalent control group pretest and posttest design involving one treatment and one control group was adopted. A total of 192 Senior Secondary II students from Port Harcourt Education zone were used for the study. The Self Assessment Instructional Programme (SAIP) was developed, validated and used for the study. Three instruments: Chemistry Achievement Test (CAT), Self Assessment Scale (SAS) and Chemistry Self-efficacy Scale (CSS) were adopted, validated and used for data collection. The results suggested that instruction in the metacognitive self assessment strategy improved the students' chemistry achievement and self-efficacy. The study also revealed that both male and female students benefited from the self assessment instruction and as such both gender can explore the skills in self assessment to enhance their Chemistry self achievement and self-efficacy. Therefore, classroom teachers should be equipped with self assessment strategy skills so that in the teaching learning process, they would be able to transfer these skills to the students who need them to pursue their learning purposefully and independently.