206
Chapter Title
Cognition and Regulation in Physics Learning: Does Inherent Metacognition Predict Students’ Performance?
Book Title
Studies on Social and Education Sciences 2022
Chapter Author(s)
Olalekan Taofeek Badmus, Loyiso C. Jita
Editors
Dr. Suzanne El Takach, Dr. Omer Tayfur Ozturk
ISBN
978-1-952092-37-4
Pages
394-416
Chapter Highlights
- The position of educators, literature and beyond on metacognition and its influence on students’ performance remains a debate in learning parlance.
- Scholars favoured metacognitive trainings to improve students’ performance while others posited the alternate.
- This pattern necessitates emerging researches in the field to investigate using different approaches with a view to add to existing body of knowledge.
- This study employed co-relational type of ex post facto research type in examining students' inherent metacognitive components against physics performance in predictive paradigm.
- This study sampled purposively eight hundred and fifty-seven (857) senior secondary school III students.
- Students’ Metacognitive Inventory I & II elicited data for metacognition while performance of candidates in West African Senior School Certificate Examination in physics serves as the correlate.
- Three research hypotheses were formulated and tested.
- PPMC and MANOVA statistical tools were employed for analysis of data. Influence of gender and school type on both metacognition and students’ performance in physics were further examined in this study at 5% level of significance in the study.
Citation
Badmus, O. T. & Jita, L. C. (2022). Cognition and Regulation in Physics Learning: Does Inherent Metacognition Predict Students’ Performance? In S. El Takach & O. T. Ozturk (Eds.), Studies on Social and Education Sciences 2022 (pp. 394-416). ISTES Organization.
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