ASSESSMENT OF THE EFFECT OF METACOGNITIVE SCAFFOLDING ON ACADEMIC ANXIETY OF SENIOR SECONDARY SCHOOL STUDENTS IN ZARIA METROPOLIS, NIGERIA

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dc.contributor.authorAYUBA, Idris
dc.date.accessioned2019-01-30T09:11:03Z
dc.date.available2019-01-30T09:11:03Z
dc.date.issued2018-05
dc.descriptionA THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY ZARIA, NIGERIA IN PARTIAL FULFULLMENT OF THE REQUIREMMENTS FOR THE AWARD OF MASTER DEGREE IN EDUCATIONAL PSYCHOLOGY DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELLING FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY, ZARIAen_US
dc.description.abstractThis study assessed the effect of metacognitive scaffolding on academic anxiety of senior secondary school students in Zaria Metropolis, Nigeria. A Quasi-experimental design, involving pretest-posttest without a control group was adapted for the study. two co-educational schools were randomly selected that served as the treatment groups, Purposive sampling technique was used in selecting the sample population of twenty (20) students with high rate of academic anxiety out of a total population of 194 senior Secondary School students within the metropolis. The treatment groups were exposed to metacognitive scaffolding strategies of planning, monitoring and evaluation for the period of eight weeks. The instrument used for data collection was Academic Anxiety Rating Scale (AARS). Hypotheses one, two and three were tested using paired t-test, while hypothesis four was tested using analysis of covariance (ANCOVA). The findings of the study revealed that; Significant difference existed in the effect of metacognitive scaffolding on worry problem of academic anxiety among Senior Secondary School Students in Zaria Metropolis (t = 11.650; P = 0.002), Significant difference existed in the effect of metacognitive scaffolding on Concentration problem of academic anxiety among Senior Secondary School Students in Zaria Metropolis (t = 7.401; P = 0.011), Significant difference existed in the effect of metacognitive scaffolding on memory problem of academic anxiety among Senior Secondary School Students in Zaria Metropolis (t = 9.012; P = 0.021), Significant differences existed in the differential effect of metacognitive scaffolding on worry problem, concentration problems and memory problem of academic anxiety among Senior Secondary School Students in Zaria Metropolis and (F = 4.241; P = 0.016). It was recommended that School Psychologists, school Counsellors and Teachers should be encouraged to use metacognitive scaffolding strategies in handling Worry, concentration and memory problems so as to reduce academic anxiety among senior Secondary School students. Also Seminars, conferences and workshops should be organized by Government and Educational stakeholders the new strategy in order to address problems of academic anxiety among Senior Secondary School Students.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/11141
dc.language.isoenen_US
dc.subjectASSESSMENT,en_US
dc.subjectEFFECT,en_US
dc.subjectMETACOGNITIVE SCAFFOLDING,en_US
dc.subjectACADEMIC ANXIETY,en_US
dc.subjectSENIOR SECONDARY SCHOOL STUDENTS,en_US
dc.subjectZARIA METROPOLIS,en_US
dc.subjectNIGERIAen_US
dc.titleASSESSMENT OF THE EFFECT OF METACOGNITIVE SCAFFOLDING ON ACADEMIC ANXIETY OF SENIOR SECONDARY SCHOOL STUDENTS IN ZARIA METROPOLIS, NIGERIAen_US
dc.typeThesisen_US
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