Exploring the Metacognition of in-service Science Teachers in North-Eastern Nigeria
Author: Abubakar Sa’adatu Mohammed
Abstract: Teachers should understand the principles about how students learn and they should be aware of their own metacognitive abilities. Metacognition does not only work for the students but it helps the teachers to improve their teaching skills. The purpose of this study is to explore the metacognition of in-service science teachers at the secondary school level. The design for the study is a correlational survey research design. Two objectives guided the study and two research questions were answered. Three states were sampled at random and all secondary schools within the state’s capital metropolis. The sample for the study involves science teachers selected using purposive sampling techniques. The instruments used for data collection were the Metacognitive Awareness Inventory for Teachers (MAIT) and Students’ records of achievement. The data were analyzed using mean, standard deviation, and Pearson product-moment correlation coefficient. The result indicates that science teachers have a moderate level of metacognitive awareness and science teachers’ metacognitive awareness influenced their students’ achievement. It was recommended among others that teachers’ metacognitive awareness should be enhanced.