META-COGNITIVE LEARNING STRATEGY COMPONENTS AS PREDICTORS OF SECONDARY SCHOOL STUDENTS'
MATHEMATICS LEARNING IN BENIN CITY
Abstract
This study focused on how critical thinking, self regulation, self
assessment and effort management predict academic achievement in
mathematics. One research question was raised and two hypotheses
formulated. It was a correlation research design study. The population
was SS2 students in Benin City. A sample size of 140 students and Simple
random sampling technique were used. Mathematics Meta-Cognitive
Learning Strategies Scale (MM-CLSS) was used for data collection. The
reliability coefficients of .76, .70, .75 and .86 were obtained for 4 scales
respectively and .90 for the entire scale. The instrument addressed the
interest of the study. Also, the mathematics scores of the students for the
2018/2019 third term examination were standardized with Z and T scores
to allow for comparison from one school to the other. Data from the
instrument and mathematics standardized scores were subjected to
statistical analyses. The research question was answered using basic
statistics while linear regression was employed to test hypotheses 1 and 2.
Findings show that students make use of meta-cognitive learning
strategies except self-regulation. Achievement in mathematics was
insignificantly accounted for by meta-cognitive components and there
was a significant differential prediction by sex. It was recommended that
students should be encouraged to make use of self-regulation strategy to
improve learning.
Keywords: Meta-cognitive learning strategies, Mathematics, Academic performance,
Senior secondary school students, Linear regression.
Judith Hannah Osarumwense
META-COGNITIVE LEARNING STRATEGY COMPONENTS AS PREDICTORS OF SECONDARY SCHOOL STUDENTS' MATHEMATICS LEARNING IN BENIN CITY
Abstract This study focused on how critical thinking, self regulation, self assessment and effort management predict academic achievement in mathematics. One research question was raised and two hypotheses formulated. It was a correlation research design study. The population was SS2 students in Benin City. A sample size of 140 students and Simple random sampling technique were used. Mathematics Meta-Cognitive Learning Strategies Scale (MM-CLSS) was used for data collection. The reliability coefficients of .76, .70, .75 and .86 were obtained for 4 scales respectively and .90 for the entire scale. The instrument addressed the interest of the study. Also, the mathematics scores of the students for the 2018/2019 third term examination were standardized with Z and T scores to allow for comparison from one school to the other. Data from the instrument and mathematics standardized scores were subjected to statistical analyses. The research question was answered using basic statistics while linear regression was employed to test hypotheses 1 and 2. Findings show that students make use of meta-cognitive learning strategies except self-regulation. Achievement in mathematics was insignificantly accounted for by meta-cognitive components and there was a significant differential prediction by sex. It was recommended that students should be encouraged to make use of self-regulation strategy to improve learning. Keywords: Meta-cognitive learning strategies, Mathematics, Academic performance, Senior secondary school students, Linear regression.