Abstract

EFFECT OF ELABORATION STRATEGY ON METACOGNITION OF SENIOR SECONDARY TWO STUDENTS IN GEOMETRY IN LANGTANG NORTH, PLATEAU STATE, NIGERIA

Bitrus Guwam,1 Prof. Habila Elisha Zuya2 and Prof. Thomas Davis Bot3

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The study investigated the effect of Elaboration Strategy on Metacognition of Senior Secondary Two Students in Geometry in Langtang North, Plateau State, Nigeria. The quasi-experimental design of the non-equivalent control group design was adopted for the study. The population of the study was 1362 Senior Secondary Two (SS2) students comprising 730 males and 632 females in SS2. A sample of 175 (90 males and 85 females) SS2 students (represented 13% of the population) participated in the study using three-stage cluster sampling technique. Two research questions were raised and answered. Three hypotheses were tested at 0.05 level of significance. Data were collected using Metacognition Scale in Geometry (MSG). The MSG was an adapted questionnaire from Zepeda (2015). Items of MSG were scrutinised by three experts from the University of Jos, each in Psychology, Measurement and Evaluation, and Mathematics. The reliability of MSG was calculated using Cronbach?s Alpha, and a high internal reliability of 0.91 was obtained. To ensure stability, a test re-test analysis using Pearson Product Moment Correlation was done and it yielded 0.72. The experimental group was taught using the Elaboration Strategy Lesson Plan (ESLP) while the control group was taught using the Conventional Strategy Lesson Plan (CSLP) by the trained research assistants. The treatment lasted for four weeks. The data collected were analysed using mean, standard deviation, and Analysis of Covariance (ANCOVA) in Statistical Packages for Social Sciences (SPSS) version 20. Findings of the study showed that SS2 students? metacognition in geometry in the experimental group was significantly higher than that of their counterparts in the control group. There was no significant difference between SS2 male and female students? metacognition in geometry in the experimental group. It was recommended that Mathematics teachers should use elaboration strategy to enhance senior secondary two students? metacognitive skills in solving problems in circle geometry.

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