Effect of Problem-Based Metacognitive Training Strategy on Students Achievement in English Language Composition in Abia State

Abstract

This study investigated effect of problem-based metacognitive training strategy on students’ achievement in English Language composition in Abia State. Two research questions and one hypothesis guided the Study. The study adopted a quasi-experimental pre-test–post-test control group design. The population consisted of all Senior Secondary schools one (SS1) Students in the Government owned Secondary schools in Aba Education zone. Two Secondary Schools were purposively selected for the work. One School was used for experimental group while the other was used for control group by use of balloting. Students in experimental group were taught in their intact class using Problem-based Metacognitive Training Strategy while those in control group were taught same contents in their intact class using traditional Lecture method. An English Composition Achievement Test (ELCAT) was used for data collection. The experiment lasted for eight weeks of two periods in each week. The instrument was validated by three experts, one in educational psychology, Measurement and Evaluation and English language department. It yielded a reliability coefficient of 0.84 using Cronbach’s alpha. Data were analyzed using mean, standard deviation to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypothesis at 0.05 level of significance. Major findings indicated that Problem-Based Metacognitive training Strategy facilitated higher academic achievement in Students as there was a significant difference in the mean achievement of the two training strategy groups. The study concluded that integrating problem-based training Strategy enhanced students’ English language composition achievement. It was recommended that English language teachers should incorporate structured metacognitive problem-solving approaches into composition writing for sec