EFFECTS OF METACOGNITIVE INSTRUCTIONAL STRATEGY ON ACADENIC ACHIEVEMENT AND RETENTION IN ARCHITECTURAL DRAWING AMONG TECHNOLOGY EDUCATION STUDENTS IN NIGERIA UNIVERSITIES

Abstract

Modern instructional strategy allows students to actively engage in learning, exploring new ideas, and grasping the concept of learning in a deeper and more meaningful way. This can be achieved if students are aware on how to regulate and monitor their cognitive strategy that leads to higher order thinking for their learning process. The study examined the effects of metacognitive instructional strategy on academic achievement and retention in architectural drawing among technology education students in universities in Northern States, Nigeria. The study adopted a Pre-test, Post-test, post-post-test quasi-experimental design. The study used 245 (218 males and 27 females) final year students of building technology education. The experimental group consisted of 65 (45 males and 10 females) students, while the control group consisted of 180 (163 males and 17 females) students. The researcher developed and validated three instruments: Architectural Drawing Pre-Test (ADPT), Architectural Drawing Achievement Test (ADAT), a four-item theory questions with reliability coefficient of 0.89 and Metacognitive Teaching Strategy (MTS). The experiment period lasted for 6 weeks for both control group and experimental group respectively. three research questions were answered and their corresponding three research hypotheses were tested. The research questions were answered using descriptive statistics of mean and standard deviation. Hypotheses testing one and three were tested using an independent sample t-test while hypothesis two, was tested using Analysis of Covariance (ANCOVA) at p ≤ 0.05, level of significance. There is existence of a significant difference between the entry performance mean scores of the experimental and control groups in favour of the experimental group. There was a significant difference between the post-test mean scores and retention ability of the experimental and control groups in favour of the experimental group respectively. Hence, the strategy was effective in enhancing students’ academic performance and ability to retain the information learned. It is recommended that lecturers should use metacognitive instructional strategy in teaching drawings. Technology/technical educators should appreciate metacognitive activity and develop ways to foster it within all students.