EFFECT OF METACOGNITIVE SELF-ASSESSMENT STRATEGY ON PERFORMANCE IN ALGEBRA AMONG SENIOR SECONDARY SCHOOL STUDENTS, DUTSIN-MA EDUCATION ZONE, KATSINA STATE, NIGERIA

This study investigated the Effect of Metacognitive Self-Assessment Strategy on Performance in Algebra among Senior Secondary School Students, Dutsin-Ma Education Zone, Katsina State, Nigeria. The study was guided by two research questions and two hypotheses. A quasi-experimental research design involving two groups (experimental and control) was used. The study population comprised three thousand six hundred and ninety-one (3691) senior secondary school two (SSS 2) students of the public secondary schools in Dutsin-Ma Education Zone of Katsina State. Two (2) coeducational schools were selected using simple random sampling technique. Two intact classes were also selected using the simple random sampling from the SSS 2 arm from which 102 students participated as sample for the study with 77 males and 25 females. An instrument: Algebra Performance Test (APT) with a reliability coefficient of 0.82 was used for data collection. The research questions were answered using descriptive statistics of mean and standard deviation while the corresponding research hypotheses were tested using inferential statistics of t-test at ρ ≤ 0.05 level of significance. It was found from the results that there was a significant difference between the performance of the experimental and control groups in favour of the experimental group who were exposed to the Metacognitive Self-Assessment Strategy, but no significant difference in the performance of male and female students when exposed to Metacognitive Self-Assessment Strategy. The study therefore concluded that the Metacognitive Self-Assessment Strategy is effective in the teaching and learning of algebra in senior secondary schools and it is a gender friendly teaching method. Based on the findings it was recommended among others that Teachers should employ metacognitive self-assessment strategy in the teaching of algebra in secondary schools to enhance students’ academic performance.