Abstract

RELATIONSHIP BETWEEN METACOGNITION AND ACHIEVEMENT GOALS OF SENIOR SECONDARY TWO STUDENTS IN GEOMETRY AT LANGTANG NORTH, PLATEAU STATE, NIGERIA

Bitrus Guwam1 and Dashe Naanman2

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The study investigated the relationship between metacognition and achievement goals of students in the concept of geometry. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. One hundred senior secondary two students were sampled from a population of 1086 students using three-stage cluster sampling technique. Two instruments were used for data collection. Metacognitive scale in geometry (MSG), and Achievement Goals in Geometry (AGG). The instruments were adapted from Zepeda (2015) and Elliot and McGregore?s (2001) 2x2 achievement goals questionnaire respectively. Reliability using Cronbach Alpha were 0.77 and 0.73 for MSG and AGG respectively. Data were analysed using Pearson Product Moment Correlation (PPMC) in Statistical Package for Social Science (SPSS). The results revealed that there were positive relationships between: (i) metacognition and performance approach goals in geometry, (ii) metacognition and mastery approach goals in geometry. However, further analysis showed that these findings were not significant. It was recommended that teachers should encourage students to develop metacognitive skills towards enhancing their performance approach goals and metacognition mastery approach goals. Keywords: Performance approach goals, Mastery approach goals, Metacognition, Geometry, Achievement Goals.

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