Instruction and Reading Strategies on Metacognitive Skills and Performance in English Language among Senior Secondary School Students in Anambra State, Nigeria.
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Date
2014
Authors
Eluemuno, A.I
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Abstract
This study investigated the effectiveness of explicit direct instruction and reading strategies on metacognitive skills and performance in English language among Senior Secondary Schools students in Anambra state. Metacognitive skills in this study are self-awareness, planning, and monitoring skills. The intervention programmes are direct explicit instruction and reading strategies. Descriptive survey and quasi-experimental pre-test, post-test control group design were adopted for the study. The initial sample consisted of 249 participants comprising male and female SS3 students drawn from three public schools in Onitsha, Umudioka and Okija in educational zones 2, 3 & 4 of Anambra state respectively. The final sample for experiment consisted of 144 male and female SS3 students. Seven research hypotheses were formulated and tested at 0.05 level of significance. Three major instruments were used to generate data, namely: 1.Achievement Test. 2.Metacognitive Awareness Reading Skills Inventory (MARSI). 3. State Metacognitive Skills Inventory (SMI). Data generated was analyzed using descriptive statistical method and Analysis of Covariance (ANCOVA). The results from the analysis of data indicated that the seven hypotheses tested were accepted. The study revealed that direct explicit instruction and reading strategies were efficacious in developing and enhancing metacognitive skills and in turn affecting the performance in English language among students. Further evidence revealed that direct explicit instruction was more effective in improving metacognitive skills and learning of English language. It is also apparent from the study that self- awareness skills, planning skills and monitoring skills were high among participants exposed to explicit instruction. Thus, there is the need to inculcate the development of metacognitive skills into the school curriculum. This is considered important because of its impact in improving reading and comprehension in English language among students.
Description
A Thesis Submitted to the School of Postgraduate Studies, University of Lagos.
Keywords
Metacognitive Skills , Instruction Strategies , Reading Strategies , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Eluemuno, A.I (2014), Instruction and Reading Strategies on Metacognitive Skills and Performance in English Language among Senior Secondary School Students in Anambra State, Nigeria. A Thesis Submitted to University of Lagos School of Postgraduate Studies Phd Thesis and Dissertation, 187pp.