The Effect of Instruction in Metacognitive SelfAssessment Strategy on Chemistry Self-efficacy and Achievement of Senior Secondary School Students in Rivers State, Nigeria
Keywords:
self-efficacy and achievement, senior secondary school students, self assessment strategy, MetacognitiveAbstract
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.
References
Bandura. A. (1997). Self-efficacy: The Exercise of Control. New York: Freeman.
Bandura, A. (1994). Self-Efficacy. In V. S. Rumachuudran (ed.) Encyclopedia of Human Behaviour,
,122-147. New York: Academic Press
Daley. R. J. (2002). Facilitating learning with adult students through concept mapping. Journal of
Con1iniing higher Education, 50 (1) 2 1-31
Eze, U. N. (2003). Effect of elaborative interrogation strategy on schooling adolescents perceived
self-efficacy and achievement in selected science concepts. The Educational Psychologists,
(1) 62-74
Eze, U. N. and Agboma. V. U. (2008). Relationship between science teachers perceived self-efficacy
and job performance. International Journal of Education and Research, 8(1), 162 - 170
Kador J. S. (2001). The effect of environment and sex on Chemistry achievement of students. National
Institute for Science education.
Kuiper, R. (2002). Enhancing Metacognition through reflective use of self- regulated learning
strategies. Journal of Continuing Education in Nursing, 33 (2) 78-87
Loota J. K. (2001). Sex, age and performance in Chemistry. Instructional Science, 18, 119 - 147.
Nbina J. B. andObomanu B. J. (2011). Assessment of the effects of problem solving instructional
strategies on students' achievement and retention in chemistry with respect to location in
Rivers State. World Journal of Education, 1 (2) 74-79
Ohodo, G. C. (2005). Principles and Practice of Chemistry Education in Nigeria. Enugu: General
Studies Division, Enugu State University of Science and Technology
Okeke. E. A. C. (1990). Gender science and technology in Africa: A challenge for education. The
Rama Mehta Lecture. Cambridge, Radeliff College
Pajares, F. and Millers, M. D. (1994). The role of self-efficacy and self concept beliefs in mathematical
problem sc4viar A Path Analysis. Journal of Educational psychology, 20, 426-443
Peters, M. (2000) Does constructivist epistemology have a place in nurse ecbation. Journal of
Nursing Education, 39 (4), 166-170.
Rivers. W. (2001). Autonomy at all costs: An ethnography of metacognitive self assessment and self
management among experienced language learners. Modern Language Journal, 85(2), 279-
Schunk, D. H. (1996) Goal and self- evaluative influences during children's cognitive skill learning.
American Educational Research Journal, 33, 359-382.
Usman, K. O. and Memeh, I. M. (2007). Using guided scoring teaching strategy to improve students'
achievement in Chemistry at secondary school level in Nigeria. Journal of the Science
Teachers association of Nigeria, 42 (1&2), 60-65.
Usman. KO and Uba, A.I. (2007). Improving students' achievement in further Chemistry using team
teaching approach. Review of Education, 18(1), 15-21
Zimmerman, B. (1990). Self-regulated learning and academic achievement An overview. Educational
Psychologist, 25, 3-17.
Zimmerman, B. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational
Psychology, 25, 82-91
