Effect of Metacognitive Strategy Instruction on the Spelling and Pronunciation of Biology Terms in Teaching Biology among Senior Secondary Students II of Zaria Metropolis

Abstract

This study investigates the effect of Metacognitive Strategy Instruction (MSI) on the 
pronunciation and spelling accuracy of biology terms in teaching Biology among 
Senior Secondary II students in Zaria Metropolis. The study research questions and 
hypotheses were aligned to each other. A quasi-experimental pretest-posttest control 
group design was adopted. The population comprises 4,070 Senior Secondary II 
(SSII) students in sixteen (16) public schools in Zaria Metropolis. The sample size 
involved 233 students through systematically sampled from two public schools 
(Experimental group 113 students and Control group 120 students). The 
experimental group received MSI treatment, while the control group was taught 
using conventional methods. Data were collected using the Pronunciation and 
Spelling Assessment Test (PSAT) and analyzed using t-tests and p-values. Results 
indicate that MSI significantly improved students’ pronunciation and spelling 
accuracy (p < 0.05), rejecting all null hypotheses. The study recommends integrating 
MSI into science education, teacher training, the use of technology, and curriculum 
reforms to enhance students' mastery of scientific vocabulary. Future research 
should explore the long-term effects of MSI on students' retention and application 
of scientific terminology.