EFFECT OF METACOGNITIVE SCAFFOLDING TEACHING STRATEGY ON SECONDARY SCHOOL PHYSICS STUDENTS’ ACHIEVEMENT, RETENTION IN AND ATTITUDE TO THERMAL ENERGY

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dc.contributor.authorIyamu, Ceasar Osaretin
dc.date.accessioned2023-12-13T07:27:19Z
dc.date.available2023-12-13T07:27:19Z
dc.date.issued2019-06-04
dc.description.abstractThis study investigated the effect of metacognitive scaffolding teaching strategy on secondary school physics students’ achievement, retention in and attitude to thermal energy in Federal Capital Territory (FCT), Abuja, Nigeria. The study investigated six research questions and six null hypotheses tested at 0.05 level of significance. Quasi experimental research design involving non randomized control pretest-posttest design was utilized. The study population consisted of 2699 Senior Secondary II (SSII) physics students from 54 public SSII physics students in FCT, Abuja. Multistage random sampling technique was used to select 75 SSII physics students from two SS as sample for the study. Two instruments consisting of Thermal Energy Achievement Test (TEAT) and Attitude to Thermal Energy Questionnaire (ATEQ) were used for data collection. The data collected from these instruments were analyzed using Statistical Package for Social Science (SPSS). The research questions were answered using mean and standard deviation while the null hypotheses were tested using Analysis of Covariance (ANCOVA). Findings from the analyzed data showed that physics students taught using metacognitive scaffolding teaching strategy performed better in their achievement scores than those physics students taught using conventional teaching method; Male physics students did not perform better than their female counterpart when taught using metacognitive scaffolding teaching strategy; Physics students taught using metacognitive scaffolding teaching strategy performed better in their retention scores than their counterpart in the control group; Male physics students did not perform better in their retention scores than their female counterpart when taught using metacognitive scaffolding teaching strategy; Physics students taught using metacognitive scaffolding teaching strategy had better attitude towards thermal energy than their counterpart in the control group; Male physics students did not have a better attitude towards thermal energy than their female counterpart when taught using metacognitive scaffolding teaching strategy. Based on these findings, it was recommended among others that physics teachers should be encouraged to teach using metacognitive scaffolding teaching strategy. Government and educational agencies, curriculum planners and developers should encourage the training of physics teachers on metacognitive scaffolding teaching during seminars, workshops and conferencesen_US
dc.identifier.citationA THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, NASARAWA STATE UNIVERSITY, KEFFI, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY IN SCIENCE EDUCATIONen_US
dc.identifier.urihttps://keffi.nsuk.edu.ng/handle/20.500.14448/3950
dc.language.isoenen_US
dc.publisherDEPARTMENT OF SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION FACULTY OF EDUCATION NASARAWA STATE UNIVERSITY KEFFen_US
dc.titleEFFECT OF METACOGNITIVE SCAFFOLDING TEACHING STRATEGY ON SECONDARY SCHOOL PHYSICS STUDENTS’ ACHIEVEMENT, RETENTION IN AND ATTITUDE TO THERMAL ENERGYen_US
dc.typeThesisen_US

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