EFFECT OF METACOGNITION ON ACHIEVEMENT AND RETENTION IN BUILDING DRAWINGS AMONG UNIVERSITY STUDENTS

Abstract

Metacognition is regarded as a fundamental skill influencing cognitive performance and learning in domains. It is a higher order thinking involving active control over the cognitive processes engaged in learning. Therefore, integrating metacognition into instructional strategy has gained attention for its potential to enhance academic achievement and retention. This study investigated the effect of metacognition on achievement and retention in building drawings among university students. The study determined the achievement of students taught using metacognitive instructional strategies against demonstration method and determined the retention of students taught using metacognitive instructional strategies against demonstration method. Two research questions, two null hypotheses and effect size measures guided the study. A quasi-experimental design with two intact class groups was adopted. The sample consisted of 245 students from two federal and two state-owned universities chosen through simple sampling techniques. The findings revealed that students taught using metacognitive strategies significantly outperformed those taught through demonstration methods in both achievement and retention. The experimental group established consistent performance gains and better knowledge retention, with effect size analysis indicating large to very large effects, underscoring the practical significance of the strategy. These findings accentuate the importance of adapting metacognitive strategies as an innovative approach to teaching building drawings among building technology education students in the universities.