Chapter One: Introduction
This study investigates the ariables of metacognition, self-efficacy and learning strategies as they affect the academic achievement of secondary school students in Biology (Adewole, 2001). . The research derives its motivation from the behavioural theories which posit that every young child develop a sense of self from their perceptions of important people in their surroundings, including relatives, teachers, and peers. Thus, metacognition, self-efficacy and learning strategies affect the process by which children learn (Bornstein, 2002). It is on this basis that the factors metacognition, self-efficacy and learning strategies are examined in the light of linking them with the adolescent worldview, bevahiour as well as performance.
In the Biology classroom, students are called upon to reflect on concrete examples and associate these with abstract theories. Metacognition refers to one’s knowledge concerning one’s own cognitive processes or anything related to them (Flaell as cited in Dantonio and Beisenherz, 2001). Quite simply, metacognition is thinking about thinking. Any process in which students examine the Method that they are using to retrieve, develop or expand information is deemed to be metacognitive in nature. Therefore, questions generated by the teacher would be considered metacognitive in nature if the questions invoke the process used to arrive at a response rather than soliciting a correct answer based on the student’s memory of the material.
Research on metacognition and academic performance or achievement of children with learning problems seems to indicate that this is a relatively new field. The study During adolescence, the amount of influence that the variables of metacognition, self-efficacy and learning strategies have on the academic achievement of secondary school students in Biology cannot be overemphasized. The ways and manners by which metacognition, self-efficacy and learning strategies affects adolescents academic performance needs to be researched and documented. This will assist parents and counselors to understand the patterns and ways to curb negative influence.
While scholars have identified the correlation between learning strategy and self efficacy on students’ academic performance in the primary school, it must be noted that secondary school students are different from the typical elementary-aged children and therefore reacts differently to direct parent involvement in their academics. The focus and indeed the intent of this study concern the relationship between metacognition, self-efficacy and learning strategies influence on adolescents academic performance to school.
Chapter Two: Literature Review Chapter two focuses on the literature review; and the relationship between metacognition, self-efficacy and learning strategies influence on adolescents academic performance to school.
Chapter Three: Research Methodology
This chapter presents the research methodology employed in this study. It focuses on the relationship between metacognition, self-efficacy and learning strategies of students using Lagos State as case study. It entails or deals on the methods and procedure employed by the researcher in collecting data. Chi Square was will be used for data analysis.
Chapter Four: Data Analysis
In this chapter, the researcher analyses the data collected for the researcher work and interprets it according to the research questions formulated in chapter one.
Chapter Five: Summary, Conclusion and Recommendations
Summary and conclusions are to be drawn from the research literature, research findings and data analysis. Recommendations linking the relationship between metacognition, self-efficacy and learning strategies of students were made.
1.1 Background to the Study
1.2 Statement of the Study
1.3 Purpose of the Study
1.4 Research Question
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms
2.1 Theoretical Framework
2.2 Metacognition and Academic Achievement
2.3 Self-Efficacy and Academic Achievement
2.4 Learning Strategies and Academic Achievement
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Procedure
3.4 Instrument of Data Collection
3.5 Procedure of Administration
3.6 Method of Data Analysis
4.2 Analysis of Research Hypotheses
4.3 Discussion of Findings
SUMMARY, CONCLUSION AND RECOMMENDATION
INFLUENCE OF METACOGNITION, SELF-EFFICACY AND LEARNING STRATEGIES ON THE ACADEMIC ACHIEVEMENT OF BIOLOGY STUDENTS IN NIGERIA