EFFECT OF METACOGNITIVE LEARNING STYLE ON THE ACADEMIC ACHIEVEMENT AND RETENTION OF CONCEPT OF ECOLOGY BY BIOLOGY STUDENT IN MINNA METROPOLIS

Abstract

The aim of the study is to find out the metacognitive learning instruction on the academic achievement and retention of concept of ecology by Biology students. In order to obtain the pertinent information four research questions and four null hypotheses was set to guide the study. A Quasi-experimental research design was adopted with two group (experimental and control group) which are metacognitive style and conventional lecture method respectively. There are one hundred and thirty five (135) students involved, group, 65 students in control group and 70 experiment group. ANCOVA test was used to analysis the outcomes from the Biology Achievement Test (BAT) giving to the student. The findings of the study revealed that there was significant difference in the post-test gain scores in the achievement of students taught Biology using metacognitive style and those taught with conventional method (p < 0.05). Hence, metacognitive style improve the understanding of the student than the conventional method. The findings of the study also disclosed there is significant difference in the retention of students taught Biology using metacognitive style and those taught with conventional method. The findings of the study also revealed that gender does not influence academic achievement in Biology. Finally the outcome of the study also disclosed there is no significant difference in the post-test gain scores in the retention of male and female students taught Biology using metacognitive style. Based on the finding it was recommended that the education stakeholders should encourage tutors to adopt the use of metacognitive teaching strategies in teaching Biology amongst others. School Authority and teachers should also be enlighten on the importance of metacognitive style in teaching and learning.