Abstract
This study examined the relationship between metacognition, locus of control, and academic achievement in secondary school chemistry students in Anambra state, Nigeria. The sample consisted of 135 chemistry students in Awka Education Zone, Anambra state. Descriptive survey research design was adopted, and two instruments—Metacognitive Awareness Inventory (MAI) and Academic Locus of Control Scale—were used as instruments for data collection. Correlation and regression analyses were used to explore the intervention effects of metacognition between locus of control and academic achievements of chemistry students on the hypothesis that metacognition affects locus of control and academic achievement. The result revealed that metacognitive awareness overall, metacognitive knowledge (declarative, procedural, and conditional), and metacognitive regulation (planning, information management, monitoring, debugging, and evaluation) aspects showed a positive relationship with the students’ academic achievement and a negative relationship with locus of control. The study has implication for teachers and students since metacognition can be taught. The students should avail themselves the opportunity to acquire metacognitive skill and strategies, while teachers should themselves train students on the most effective metacognitive skills and strategies for effective increase on academic achievement and locus of control.
Highlights
In Nigeria, great importance has been placed on education especially secondary school level of education. e age bracket of students in this level is 10–21 years which gives reason for much emphasis focused on the curriculum and students’ academic achievement because of its direct positive link to national development
Arslan and Akin [11] established a reliability of coefficient of this instrument at 0.95 for the entire scale, ranging 0.93 and 0.98 for the subscales. e test-retest reliability coefficient of the metacognitive awareness inventory over the three-week period was 0.95, and Abdellah [20] subjected the instrument to Cronbach alpha reliability measure in Ajman UAE and obtained Metacognitive Awareness Inventory (MAI) knowledge, 0.78; MAI regulation, 0.81; and MAI total, 0.79. e MAI was subjected to content validity in order to ascertain its suitability in Nigerian context by submitting to experts in psychology and experts in measurement and evaluation to ensure face and content validity
Conclusion and Recommendation e conclusion of the study is that metacognition has a positive correlation with academic achievement. e study evinced that the positive components of metacognition exhibited mostly significant correlations with academic achievement
Summary
In Nigeria, great importance has been placed on education especially secondary school level of education. e age bracket of students in this level is 10–21 years which gives reason for much emphasis focused on the curriculum and students’ academic achievement because of its direct positive link to national development. Many researchers in recent times are interested in the factors affecting academic achievement with a view to finding permanent solutions to the problems of poor academic achievement of secondary school students in science subjects generally and chemistry in particular [3,4,5]. It is on this premise that the current study was conducted to examine the influence of some psychological factors on students’ academic achievement. It is used to measure the extent to which a student, teacher, school, or institution has achieved the stated educational
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