Effects of Metacognitive Self Assessment Strategy on Achievement and Retention in Chemistry Among Secondary School Students in Minna, Niger State, Nigeria.

Abstract

This study examines effect of metacognitive self assessment strategy on Chemistry achievement and retention among senior secondary school students in Minna, Niger state. Four research questions and four null hypotheses were formulated and tested at 0.05 level of significance. Pretest posttest nonequivalent control group Quasi experimental design was adopted for the study. Four secondary schools were randomly selected in Minna metropolis and were randomly assigned to experimental and control groups. A total of 152 SS2 students drawn from a population of 7051 subjects participated in the study which lasted for six weeks .Intact subject classes were used for the study. Chemistry Achievement Test (CAT) and Chemistry Retention Test (CRT) were developed by the researchers. CAT was validated by experts in Chemistry education and the reliability coefficient 0.81 was determined using Kurder-Richardson. Chemistry Achievement Test (CAT) and Chemistry Retention Test (CRT) were used for the collection of data. Data collected were analyzed using mean, standard deviation and t-test. The result of the study indicated that metacognitive self assessment strategy improved the Chemistry achievement as well as the retention of the students taught using the strategy. The result also show that the strategy ts vender friendly since both male and female students in the study performed equally well. It ts recommended that Chemistry teachers should actively involve students in the learning process so as to enable them (students) to discover their strengths and weaknesses and to devise a means of improving on their weaknesses.