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Effects of Metacognitive Learning Cycle (MLC) on Students’ Achievement and Interest in Basic Science

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Abstract

This study investigated the effect of metacognitive learning cycle  (MLC) on  students’ achievement  and interest in Basic science. The interaction effects of gender and methods on  achievement  and interest were also investigated.

Six research questions and six hypotheses guided the study. Related literature was reviewed by the researcher. A quasi-experimental, non-equivalent control group design involving four intact classes were used.

Junior secondary two (JS II) Basic Science students in Asaba Education zone of Delta State made up the population of the study. The sample consisted of 273 junior secondary two Basic Science students from four co-educational schools in  two  Local  government areas out of four in Asaba Education Zone.

A multistage sampling technique was used for the selection of four co-educational schools with intact classes. The regular Basic Science teachers of the selected schools were trained and used for the study.

The instruments for data collection  were  the  Basic Science Achievement Test (BSAT) and Basic Science Interest Inventory (BSII). These instruments  were developed by the researcher and validated by experts in Science Education.

Introduction

The teaching of science subjects is meant to contribute to all-round development of the child so that such child comes out as a socially useful and efficient citizen of modern scientific world.

The recent trend in science teaching has shown a distinct tendency of general change in emphasis from unrelated knowledge units to contents  logically  organized around problems that concern the students and from preparation of specialists to general education in science for all.

Science teaching is now geared  towards  general change in emphasis from mere acquisition of assorted facts to the development of  functional learning.

Science teachers will, during the process of teaching, inculcate the higher virtues of science such as critical thinking, accurate observation, scientific method and scientific attitude. For this purpose, science teachers are enjoined to employ  the  modern methods of teaching science (Das, 2009).

The word ‘science’ according to Ali (1998; 2010) stands for a variety of information, abilities, and operations. The word science involves doing. Science can be defined as the various processes and activities by which reliable and verifiable knowledge is obtained.

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