Effects of Metacognitive Based Instruction on NCE Students' Achievement in Reading Comprehension Skills in Nasarawa State College of Education, Akwanga

  • Jeno - Mary Enighe University of Jos, Nigeria.
  • Gloria Olatunde Ojo University of Jos, Nigeria.
  • Bridget Lai'atu Jatau University of Jos, Nigeria.
  • Joseph John Mawak University of Jos, Nigeria.

Abstract

The aim of the study was to investigate the effects of metacognitive based instruction on NCE Two students' achievement in reading comprehension skills. To achieve this, true experimental research design was employed, specifically, the pretest posttest design. The population for the study consisted of all NCE Two students from the Schools of Arts, and Sciences, Nasarawa State College of Education, Akwanga. A sample of sixty (60) students was used for the study. The sampling technique used was proportionate to size sampling technique and random assignment was used in dividing the students into experimental and control groups. The instrument used for data collection was developed by the researchers and tagged 'Main- idea- Identification Skill Test' (MIST). The instrument was validated by two experts – one in English Education in Nasarawa State College of Education, Akwanga and the other from the Research and Statistics Unit of the Department of Educational Foundations, University of Jos. To ascertain reliability, the instrument was administered on a sample that was not used for the main study. The reliability of the instrument was sought and it was found to be 0.82. Mean and standard deviation were used to answer the research question while t-test for related sample was used to test the hypothesis. Findings from the study show that the performance of students in the experimental group improved significantly after exposure to metacognitive based instruction. The study recommended that teachers of English courses should adopt metacognitive based instructional strategies in teaching reading comprehension skills so as to improve students' performance in the subject.


Keywords: Metacognitive based instructions, NCE students' achievement        and Reading comprehension skills

Published
2019-05-05
How to Cite
ENIGHE, Jeno - Mary et al. Effects of Metacognitive Based Instruction on NCE Students' Achievement in Reading Comprehension Skills in Nasarawa State College of Education, Akwanga. KIU Journal of Humanities, [S.l.], v. 4, n. 1, p. 115-122, may 2019. ISSN 2522-2821. Available at: <https://ijhumas.com/ojs/index.php/kiuhums/article/view/467>. Date accessed: 25 jan. 2022.