Relationship Among Metacognitive Study Habits, and Senior Secondary School Chemistry Students in Minna, Niger State

Abstract

The study investigated the relationship among " Chemistry students' nretacognition, study habits and achievement in secondary schools in Bosso Local GovernmentArea Niger state, Nigeria. The study adopted correlational research design Four research question were raised, four null hypotheses were formulated and tested at 0.05 level of significance Asimple random sampling technique was used to select ten schools and a total of I 70students participated in the study. Two research instruments Metacognitive Inventory, (MI) adapted from Schraw & Dennison (1994)] and Chemistry Students' Study Habits Inventory(CSSHI) developed by the researchers were used for data collection. The two research instrument were subjected to face and content validity and a reliability coefficient of 0.63 and 0.70 respectively was obtained using the Cronbach alpha. Data collected were analyzed usingPearson moment correlation and Hest. Findings from the study revealed that there is a significant relationship among metacognition, study habit studentsachievement. However, no significant relationship was found among students' gender and metacognition or study habits. It was however recommended that students should take charge of their learning and teachers should equip the student with metacognitive skill and encourage them to imbibe good study habits to enhance their achievement in Chemistry.