THE EFFECT OF A METACOGNITIVE STRATEGY ON STUDENTS' ANXIETY AND ACHIEVEMENT IN BIOLOGY
THE EFFECT OF A METACOGNITIVE STRATEGY ON STUDENTS' ANXIETY AND ACHIEVEMENT IN BIOLOGY
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Date
1988
Authors
ALAIYEMOLA, FOLUSHO FAT IMA
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Abstract
This study attempted to find out the following:
(i) The effect of metacognitive strategy of metalearning
through concept mapping heuristic on science learning
and achievement.
(ii) The effect of gender differences on science learning
through the concept mapping heuristic,
(iii) The effect of concept mapping strategy on students'
anxiety towards science learning.
The three Null hypotheses stated for the study reflected
the research problems stated above. Two instruments were used
for data collection.
(i) Anxiety was measured using a version of Zuckerman's
(1960) Affective Adjective Checklist.
(ii) Biology achievement was measured using a fifty item
multiple choice instrument selected from past WAEC
(West African Examination Council) examination.
The data collected from the SS I students of the Ahmadu
Bello University Secondary School, ABU., Zaria were analysed
using the statistical package for the social science (SPSS)
available at the ABU. Computer Centre. The data were tested
for significance at the 5% level.
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The results showed that
(i) Concept mapping enhanced science learning,
(ii) Gender had no significant effect on science
learning through concept mapping.
(iii) Enhanced science learning through concept mapping
did not reduce students' anxiety towards science
learning.
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DEPARTMENT OF EDUCATION
AHMADU BELLO UNIVERSITY, ZARIA
Keywords
METACOGNITIVE STRATEGY,, ANXIETY,, ACHIEVEMENT,, BIOLOGY