META-COGNITIVE UTILIZATION SKILLS AS CORRELATES OF SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ANAMBRA STATE

Abstract

This study investigated meta-cognitive utilization skill as correlates of secondary school students’ achievement in mathematics in Anambra State. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. The study adopted a correlation research design. A total of 18,356 SS2 students constituted the population. Proportionate stratified random sampling was employed to draw a sample size of 5,096 students from 86 out of 261 state government-owned secondary schools in the State. The instrument used for data collection was mathematics meta-cognitive utilization skill scale (MMUSS). The instrument was validated by experts in Science Education and Measurement and Evaluation. The reliability of the instrument was established using Cronbach Alpha method. The reliability coefficient of MMUSS were found to be 0.66. Method of data collection was on the spot with the aid of research assistants. Data collected were analyzed using Pearson Product Moment Correlation to answer the research questions while t-test of correlational analysis was used to test the null hypotheses. The findings of the study revealed moderate positive relationship between meta-cognitive utilization skill and achievement in mathematics and also MUS and gender. It was recommended among others that students should be encouraged by their mathematics teachers and school counsellors to construct their knowledge through planning, monitoring, regulating and evaluating their knowledge and they should take responsibility for their learning and believe in themselves and their ability.