Anthonia Ebere Onah, David Nwoye Ezeh & Chiegeonu Valentina Agugu
EFFICACY OF META-COGNITIVE REFLECTIVE ASSESSMENT INSTRUCTIONAL STRATEGY ON STUDENTS' ACHIEVEMENT IN SENIOR SECONDARY SCHOOL CHEMISTRY
Abstract
The study examined the efficacy of metacognitive reflective assessment
instructional strategy on students' achievement in senior secondary
school chemistry. The research adopted a pre-test-post-test, control
group quasi-experimental research design. The population for the study
was 1180 SS1 chemistry students in public schools in Igbo-Eze North
Local Government Area of Enugu State. The sample was 100 chemistry
students (48 males and 52 females) of two intact classes. This sample was
obtained from two co-educational schools with the use of simple random
sampling techniques. A 25-item chemistry achievement test (CAT) was
employed in generating data. The data generated were analysed with the
use of mean, standard deviation and ANCOVA. Result showed that the
mean score for the students who received chemistry instructions through
metacognitive reflective assessment technique was significantly higher
compared to the mean score of those who received chemistry instructions
through traditional assessment technique. Also, its effect on gender was
not significant and the interaction effect of assessment method and
gender on achievement of students in chemistry was not significant. The
study recommended that chemistry teachers should adopt metacognitive
reflective assessment strategy in classroom instructions.
Keywords: Metacognition, Reflective Assessment, Chemistry, Achievement
Anthonia Ebere Onah, David Nwoye Ezeh & Chiegeonu Valentina Agugu
EFFICACY OF META-COGNITIVE REFLECTIVE ASSESSMENT INSTRUCTIONAL STRATEGY ON STUDENTS' ACHIEVEMENT IN SENIOR SECONDARY SCHOOL CHEMISTRY
Abstract The study examined the efficacy of metacognitive reflective assessment instructional strategy on students' achievement in senior secondary school chemistry. The research adopted a pre-test-post-test, control group quasi-experimental research design. The population for the study was 1180 SS1 chemistry students in public schools in Igbo-Eze North Local Government Area of Enugu State. The sample was 100 chemistry students (48 males and 52 females) of two intact classes. This sample was obtained from two co-educational schools with the use of simple random sampling techniques. A 25-item chemistry achievement test (CAT) was employed in generating data. The data generated were analysed with the use of mean, standard deviation and ANCOVA. Result showed that the mean score for the students who received chemistry instructions through metacognitive reflective assessment technique was significantly higher compared to the mean score of those who received chemistry instructions through traditional assessment technique. Also, its effect on gender was not significant and the interaction effect of assessment method and gender on achievement of students in chemistry was not significant. The study recommended that chemistry teachers should adopt metacognitive reflective assessment strategy in classroom instructions. Keywords: Metacognition, Reflective Assessment, Chemistry, Achievement