EFFECTS OF METACOGNITIVE LEARNING CYCLE MODEL ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND INTEREST IN PHYSICS.
DOI:
https://doi.org/10.60787/jnamp-v66-315Keywords:
Metacognitive Learning Cycle Model, Achievement, Gender And InterestAbstract
The Study investigated the effects of metacognitive learning cycle model on students’ achievement and interest in physics in secondary schools. Four research questions and four null hypotheses guided the study. The study used quasi-experimental design. The population of study comprised 924 SS2 Physics students in Izzi LGA of Ebonyi State. Simple random sampling techniques was used to select 65 students for the study. Physics Achievement Test (PAT) and Physics Interest Scale (PIS) were used for data collection. KR20 and cronbach alpha methods were used to establish the reliabilities of instrument which yielded 0.82 and 0.73. Pretest post-test were used on the students. The research questions were answered using Mean while ANCOVA was used to test hypotheses. Findings revealed among others that metacognitive learning cycle model has significant effect on students’ achievement and interest in physics. Based on findings, the study recommends that physics teachers should redesign their teaching methods.
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