Kashere Journal of Education

Search

My Account


Achieving Gender Equity in Nigerian Basic Science and Technology Classrooms with Metacognitive Skills Package

Authors: Ozoji, B. Ebele, Iliya, Godiya B., Garba, Saad A., Isuwa, S. Damjik

Journal Article | Publish Date: 30/June/2022

Abstract


Abstract      The study investigated the possibility of achieving gender equity in Basic Science and Technology classrooms with Metacognitive Skills Package in Pankshin, Plateau State, Nigeria. The study adopted the non-randomized pre-test, post-test quasi-experimental control group design. The population comprised 1,873 Junior Secondary two students out of which 235 students constituted the sample. Two research questions and two hypotheses guided the study. The Basic Science and Technology Achievement Tests with reliability index of .85 established using the Cronbach alpha method was used to collect data from the sample. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 25.0. Research questions were answered using mean and standard deviation while hypotheses were tested using Analysis of Covariance at .05 level of significance. The study revealed that students taught with metacognitive strategy achieved better in Basic Science and Technology when compared to those taught using the lecture method. It was also revealed that metacognitive skills package enhanced achievement of both male and female students thereby improving gender equity in Basic Science and Technology. Based on the findings of this study, it was recommended that Basic Science and Technology teachers should teach their students with metacognitive skills package to enhance students’ achievement in the subject. Metacognitive skills package should also be used by teachers as a gender-friendly package to improve gender equity in Basic Science and Technology. Keywords: Achievement, Basic Science and Technology, Gender Equality, Metacognitive Skills

References


Abdul-Raheem, B. O. (2012). The Influence of gender on secondary school students' academic performance in South-West, Nigeria. Retrieved on 1/5/2018 from http://semantics scholar.org.

Adies, J. (2015). Students’ attitudes towards technology: A cross-sectional and longitudinal study in secondary education. PhD dissertation. Antwerpen: Universeti Antwerpen.

Adegoke, B. A. (2013). Integrating animations, narrations and textual materials for improving students’ learning outcomes in senior secondary school physics. Electronic Journal of Research in Educational Psychology.8 (2), 725-748.

Akpochfo, W. P. K. (2009). Social studies and feminist issues for teacher education. Benin City: Justice Jeco Press and Publishing Ltd.

Atadoga, M. M. & Lakpini, M. A. (2013). A comparison of numerically achievement primary school pupils taught using whole class and varied classroom organization instructions. Proceedings of multicultural African conference (pp.123-127). Zaria: ABU Press.

Antonio, R. P. & Prudent, M. S. (2022). Effectiveness of metacognitive instruction on students’ science learning achievement: Ametanalysis. International Journal on Studies in Science Education, 4 (1), 43-54.

Audu, P. & Amakor, E. N. (2015). Effect of metacognitive strategy on junior secondary students’ achievement in mathematics and its enhancement of national development. The Journal of Mathematical Association of Nigeria, 40(1), 231-240.

Bala, S. S. (2018). Gender effect on performance and retention in basic science through computer assisted instruction among secondary school students in Kano Metropolis. In A.S. Ifamuyiwa (Ed.), Stem and economic growth. 59th annual conference proceedings of the Science Teachers’ Association of Nigeria (pp.118-127) Abuja: STAN Place.

Bello, A. S. & Zakarriya, A. A. (2018). Strengthening science, technology, engineering and mathematics (STEM) education through the effects of metacognitive teaching strategy on achievement in calculus. Stem and economic growth. 59th annual proceedings, conference of Science Teachers Association of Nigeria (pp.82-90). Abuja: STAN PLACE.

Bot, T. D. (2017). Effects of generating learning strategy on students’ understandings and performance in geometry in Lafia Metropolis, Nasarawa state, Nigeria. The Journal of Mathematical Association of Nigeria, 42 (2), 16-25.

Busola, A. J. (2011). Gender differences in students’ achievement in chemistry in secondary schools of Kakamega district in Kenya. Retrieved on June 16th, 2012 from www.scholarsresearchlibrary.com.

Eze, U. N. & Onuigbo, L. N. (2009). Effect of instruction in metacognitive skills on science concepts achievement and test anxiety of low achieving students in junior secondary schools. Institute of Education Journal. 20(1), 10-15.

Ezechi, N. & Ogbu, C. C. (2015). Challenges and Perspective of Science and Technology Education for all: The way forward: Science Education in Nigeria: Reforms and innovation. Global Academic Group Outline Academic Resources.

Guwam, B., Zuya, H. E. & Bot, T. D. (2020). Effect of elaboration strategies on meta cognition of senior secondary two students in geometry in Langtang north, Plateau State, Nigeria. ABACUS, 5(1), 168-178.

Imo, G. C., Habila, K., Ozoji, B. E. & Longbam, V. T. (2019). Effects of over-schooling on academic achievement of primary one pupils in private primary schools in Jos north local government area, Plateau State. In G.C. Unachukwu & E.D. Ozoji (Eds.), over-schooling and development of the child for national development. Proceedings of the Nigeria Academy of Education (pp.34-39). Enugu: The Nigeria Academy of Education,

Ishaku, S. L. (2020). Effects of pictorial and questioning organizers on basic science and technology perceived difficult concepts and students’ achievement in Plateau state, Nigeria. Unpublished PhD. Thesis, University of Jos, Nigeria.

Kanno, T. M. & Onyeuchu, J. A. F. (2019). Gender issues in language education. In U. M. O. Ivowi (Ed.). Education for functionality: Nigeria Academy of Education. book of readings (pp.549-559). Lagos:

Kristiani, N., Susilo, H., Rohman, F. & Aloysius, D. C. (2015). The contribution of students’ metacognitive skills and scientific attitude towards their academic achievement in biology learning, implementing thinking empowerment by questioning International Journal of Policy Research and Review, 2(9), 113-120.

National Center for Education Statistics (2012). The condition of education. USA: Institute of Education, National Center for Education Statistics.

Ozoji, B. E. (2020). Effects of concept mapping technique on junior secondary students’ cognitive development and achievement in basic science (Integrated science). In W. T. Tang, T. Aik-ling & Y. S. Ong. Science Education in the 21st Century: Re-searching issues from different lenses (pp.95-111. Singapore: Springer.

Owo, W. J., & Ikwut, E. F. (2015). Relationship between metacognition, attitude and academic achievement of secondary school chemistry students in Port-Harcourt, Rivers State. Journal of Research and Method in Education, 6, (3), 6-12.

Owoyemi, T. E. (2018). Effects of collaborative and competitive learning strategies on senior secondary students’ academic achievement in environmental-related concepts in chemistry. Journal of Science Teachers Association of Nigeria, 53, 54-67.

Ritz, J. M., & Fan, S. (). STEM and technology education. International state-of-the-art. International Journal of Technology, and Design, 25(4), 429-451

Ugwuanyi, C. S. & Nwagbo, C. R. (2013). Influence of gender on stereotype threats on undergraduate students’ achievement in mathematics and science. Journal of Education and Practice, 28 (4), 80-85.

Umaru, Y. (2010). Effects of instruction in metacognitive skills on Mathematics-Self-efficacy, belief, interest and achievement of low achieving students in senior secondary schools. Psychology (7thedition). India Tata: Mc-Graw –Hill.

Uzoechi, B. C., Nweke, P. I. & Fatokun, K. V. F. (2017). Effects of ethno-science teaching on students’ achievement and interest in separation techniques. Journal of Science Teachers Association of Nigeria, 52(1), 1-18.

Wilson, N. S, & Bac, H. (2010). The relationship and impact of teachers’’ metacognitive knowledge and pedagogical understandings of metacognition. Metacognition and Learning, 5 (3), 269-288.

Zohar, A. & Barzilai, S. (2013). A review of research on metacognition in science education; Current and Future directions. Studies in Science Education, 49 (2), 129-169.

Journal Management System

Explore



Browse Articles By: