An Appraisal of Students’ Metacognitive Strategies and Learning: The Case of Undergraduate Educational Psychology Students of the University of Bamenda

Abstract

Purpose: This study aimed at investigating the role metacognitive strategies on students’ learning. In this regard the researcher sought to provide answers to two important research questions namely: 1) How does planning influence students’ learning? 2) How does self-monitoring influence students’ learning? The theoretical underpinnings of the study were provided by Tchombe’s Mediated Mutual Reciprocity Theory, Vygotsky’s Theory of Sociocultural Development, Piaget’s Cognitive Theory of Development Bruner’s Spiral Curriculum. 
 Methodology: A descriptive survey design was considered necessary whereby self-constructed close ended questionnaires in a four-point Likert scale format were given to 60 students randomly selected from the Department of Educational Psychology of The University of Bamenda. Data were analyzed by using simple frequencies and percentages.
 Findings: Findings of the study revealed that when students engage in planning and self-monitoring, they are better equipped to solve problems and to be better learners who learn in meaningful ways and are able to construct knowledge.
 Recommendations: Recommendations were made to educational authorities, teachers and students. For educational authorities, it was recommended that they should closely monitor the teaching and learning process to ensure that learners are not passive observers in the classrooms but are actively engaged in the teaching and learning process. As for teachers, they should help learners to become lifelong learners by teaching the learners metacognitive strategies. Learners should also understand that learning should be about setting goals, planning and self-monitoring and learning must be meaningful.