EFFECTS OF TWO METACOGNITIVE STRATEGIES ON ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL STUDENTS IN ALGEBRA IN ONITSHA EDUCATION ZONE

Abstract

This study investigated the effect of graphical organizer and metacognitive reading on Junior
secondary school two (JSS2) students’ academic achievement in algebra in Onitsha Education
Zone of Anambra State. One research question guided the study and one null hypothesis were
tested at 0.05 alpha level A quasi experimental research design, specifically, pre-test, post-test
non-equivalent control design was used. The population of the study consists of 4,433 JSS2
students while 150 students formed the sample size. The sample technique employed was multistage sampling. The research instrument used for data collection was the mathematics
achievement test. The instrument was validated by three experts and Kuder Richardson
Formula 20 was used to ascertain the reliability coefficient at 0.87. Mean, standard deviation
and analysis of covariance were used for data analysis. The findings of the study showed that
students taught algebra using Graphic Organizer and metacognitive reading strategies
significantly achieved more than those taught with traditional method and students taught
algebra using graphic organizer achieved significantly higher than those taught using
conventional method of teaching. It was recommended among others that in-serving
mathematics teachers should be trained by government and ministry of education on the use of
graphic organizer and metacognitive reading strategies through workshops, seminars.