IMPACT OF METACOGNITIVE STRATEGY ON ATTITUDE, RETENTION AND PERFORMANCE IN CALCULUS AMONG COLLEGES OF EDUCATION STUDENTS IN NORTH-CENTRAL ZONE, NIGERIA

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dc.contributor.authorZAKARIYYA, Aliyu Alhaji
dc.date.accessioned2018-08-10T08:31:34Z
dc.date.available2018-08-10T08:31:34Z
dc.date.issued2016-10
dc.descriptionA DISSERTATION SUBMITTED TO THESCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF DEGREE OF DOCTOR OF PHILOSOPHY IN MATHEMATICS EDUCATION. DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY, ZARIA, NIGERIAen_US
dc.description.abstractThis study investigated the Impact of Metacognitive Strategy on Attitude, Retention and Performance in Calculus among Colleges of Education Students in North-central Zone, Nigeria. The study adopted a Pre-test, Post-test, post-post-test quasi-experimental design. The study used 135(83 males and 52 females) NCE II calculus students from two colleges of education, North-Central Zone, Nigeria. The experimental group consisted of 65 (42 males and 23 females) students, while the control group consisted of 70 (41 males and 29 females) students. The researcher developed and validated four instruments. These include: Calculus Pre-test (CPT), Calculus Achievement Test (CAT), an eight item theory questions with reliability coefficient of 0.78. Metacognitive Teaching Strategy (MTS), and Attitude Towards Calculus Inventory (ATCI), a thirty item adopted on a five point Likert-type scales with reliability coefficient of 0.72. The experimental period lasted for six weeks during which the control group was taught using lecture method while the experimental group was taught using Metacognitive Teaching Strategy. Seven research questions were answered and their corresponding seven research hypotheses were tested. The research questions were answered using descriptive statistics of mean and standard deviation. Hypotheses testing were done using inferential statistics of t-test for equality of means of independent sample, Mann-Whitney U test and Spearman’s rank correlation test at p ≤ 0.05, level of significance. There was a significant difference between the post-test mean scores of the experimental and control groups in favour of the experimental group. There was a significant difference in attitude change between the experimental and control groups. However, there was no significant difference in attitude change of the subjects in the control groups. There was a significant difference in the retention ability between the experimental and the control groups. While, there was no significant difference in retention ability of the subjects in the control groups. Strong and positive relationship exist between attitude and performance. It is recommended that lecturers should use metacognitive teaching strategy in teaching mathematics. Mathematics educators should appreciate metacognitive activity and develop ways to foster it within all students.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/10058
dc.language.isoenen_US
dc.subjectIMPACT,en_US
dc.subjectMETACOGNITIVE STRATEGY,en_US
dc.subjectATTITUDE,en_US
dc.subjectRETENTION,en_US
dc.subjectPERFORMANCE,en_US
dc.subjectCALCULUS,en_US
dc.subjectCOLLEGES,en_US
dc.subjectEDUCATION STUDENTS,en_US
dc.subjectNORTH-CENTRAL ZONE,en_US
dc.subjectNIGERIA,en_US
dc.titleIMPACT OF METACOGNITIVE STRATEGY ON ATTITUDE, RETENTION AND PERFORMANCE IN CALCULUS AMONG COLLEGES OF EDUCATION STUDENTS IN NORTH-CENTRAL ZONE, NIGERIAen_US
dc.typeThesisen_US
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