EFFECT OF METACOGNITIVE TEACHING STRATEGY ON PUPILS’ ACADEMIC PERFORMANCE IN LITERACY IN ASA LOCAL GOVERNMENT AREA OF KWARA STATE

Abstract

A substantial number of pupils are unable to comprehend and enjoy the fundamentals of literacy for inexplicable reasons. Despite all efforts made by researchers to resolve pupils’ weak academic performance in literacy, the problem still persist. It thus, become necessary to explore how such gaps in literature can be bridged. Therefore, the study investigated how metacognitive teaching strategy could be used to improve pupils’ cognitive achievement in the subject. The study adopted a pretest-posttest control group quasi-experimental research design. The population of this study consisted of all Primary three pupils in the As a Local Government Area of Kwara State. One private school and one public schools were randomly selected as the experimental groups, while one public and one private school were randomly selected as control group. Intact classes were used to avoid disruption of classes. Pupils Literacy Performance Test (PLPT), Instructional guide for metacognitive teaching strategy (IGMTS) and Instructional Guide for conventional Method (IGCM) were used to elicit information. Instruments were validated by one literacy teacher and three experts in Early Childhood and Primary Education. To ascertain the reliability of the three instruments, test re-test method was used. Thereafter, Pearson Product Moment Correlation (PPMC) coefficient was used to determine the reliability index (r= 0.71). The data were analyzed using both descriptive and inferential statistics. The demographic data of the respondents were analyzed using frequency counts and percentage, while the research hypotheses were tested at 0.05 level of significance, using analysis of covariance (ANCOVA). One of the findings of the study revealed that Metacognitive teaching strategy has significant effect on pupils’ academic performance ((F (1;46) = .495, P < 0.05). It was, therefore, concluded that Metacognitive teaching strategy is necessary in primary schools as It improved pupils’ performance in literacy. On this basis, it was recommended that Metacognitive teaching strategy should be one of the strategies for teaching literacy classes and proprietors are enjoined to train teachers on the use of Metacognitive teaching strategy as it aids effective learning of literacy