Impact of Metacognitive Strategies on Academic Achievement and Retention of Secondary School Physics Students in Jos, Plateau State, Nigeria.

Abstract

This study investigates the impact of metacognitive strategies on retention and academic achievement among secondary school physics students. Utilizing a quasi-experimental design, 42 students were divided into an experimental group (n=23) and a control group (n=19). The experimental group received instruction incorporating metacognitive strategies, while the control group received traditional instruction. Data were collected using retention tests, academic achievement tests, and the Metacognitive Awareness Inventory (MAI). Results indicated that the experimental group significantly outperformed the control group in both retention and academic achievement. ANCOVA analysis confirmed the significant positive impact of metacognitive strategies on students’ learning outcomes. These findings suggest that integrating metacognitive strategies into the physics curriculum can enhance students’ retention and academic performance. The study recommends continuous professional development for teachers, the use of technology to support metacognitive practices, and further research to explore the long-term effects of these strategies.