EFFECT OF META-COGNITIVE INSTRUCTIONAL STRATEGIES ON ACADEMIC ACHIEVEMENT IN WOODWORK TECHNOLOGY

Abstract

The study investigated the impact of Meta-cognitive instructional strategy on technical school students’ Woodwork Technology achievement and interest in Minna, Niger State. The population of the study comprised all the technical school students in Minna, Niger State. A sample of one hundred and Nineteen (119) SS11 students from two public coeducation schools and two intact classes randomly selected for the study. The design for this study was quasi-experimental using non-randomized, non-equivalent pre-test, post-test control group design. The Instruments of Woodwork Technology Achievement Test (WAT) and Woodwork Technology’ Interest Inventory (WTII) were used to collect data on cognitive achievement and interest of students in Woodwork Technology respectively. Three research questions were answered using mean and standard deviation scores while Analysis of Variance (ANOVA) and t-test were used in testing the three null hypotheses formulated at 0.05 level of significance. The results revealed that the use of Meta-cognitive instructional strategy increased students’ achievement and interest in Woodwork Technology more than lecture method used on the control group. There was no significant difference on the achievement of male and female students exposed to Meta-cognitive instructional strategy. Both male and female students achieved highly as a result of the use of Meta-cognitive instructional strategy on students' achievement in Woodwork Technology. Based on the results, it was recommended among others that Woodwork Technology teachers should be trained on how to master the technique needed for preparation and the use of Woodwork Technology meta-cognitive instructional strategy for effective teaching and learning by students