Influence of Meta-cognitive Training and Cognitive Styles on Numeracy Achievement of Nigerian Pupils’ in Computer-mediated Classrooms

Abstract

The study examined the effect of meta-cognitive training on field-dependent and field-independent primary schoolpupils’ knowledge of numeracy concepts. It also investigated the moderating effects of sex on meta-cognitivetraining of the two categories of learners on performance in numeracy. In addition, it investigated the moderatingeffects of sex on the outcome of meta-cognitive training of the two categories of learners’ in a computer-mediatedclassroom on retention of learned numeracy concept. These were with a view to providing information on howmeta-cognitive training affected numeracy achievement of Nigerian pupils' in computer-mediated classrooms. Thestudy adopted the pretest, posttest, control group experimental design. The study population comprised primaryschool pupils and the sample comprised 39 primary three pupils from two schools in two educational zones. Theschools were purposely selected because of availability of computer facilities in their schools. Three researchinstruments were used for this study namely: Meta-cognitive Training Manual (MCTM), Pupils’ Achievement Teston Numeracy (PATON) (response instrument) and One treatment instrument which is Computer NumeracyInstructional Package for Primary School Children (CNIP2SC) (stimulus instrument). Data obtained were analyzedusing descriptive and inferential statistics of Analysis of Covariance (ANCOVA). The results showed thatmeta-cognitive training had significant effect on performance of learned numeracy concepts of field-dependent andfield-independent learners’ (F = 11.16; p<0.05), sex had no significant effect on performance in numeracy betweenthe groups of learners (F = 0.14; p>0.05). It was also obtained that there was no moderating effect of sex on retentionof numeracy performance of the two categories of learners (F = 0.22; p >0.05).