Authors : Iliya Godiya Bako; Adamu Gagdi Jibrin; Shehu Danladi Zayum; Abdulkarim Ali Deba; Olariwaju Dauda Musa

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/msnp2pst

Scribd : https://tinyurl.com/ycycekkp

DOI : https://doi.org/10.38124/ijisrt/26apr1817

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Abstract : This study investigated the efficacy of metacognitive strategy instruction in improving the academic performance of Junior Secondary School Two (JSS II) students in Basic Science and Technology in Pankshin Local Government Area of Plateau State, Nigeria. A quasi-experimental, pretest–posttest non-equivalent control group design was adopted. The sample consisted of 137 JSS II students drawn from two public secondary schools, with 73 students in the experimental group and 64 in the control group. The experimental group was exposed to metacognitive strategy instruction, while the control group was taught using the conventional method. The instrument used for data collection was the Basic Science and Technology Performance Test (BSTPT). Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at a 0.05 level of significance. The findings revealed that students taught using metacognitive strategy instruction performed significantly better than those taught using the conventional method. revealed that although both male and female students benefited significantly from the Metacognitive strategy training, female students had slightly higher post-test performance scores than their male counterparts. It also revealed that although both male and female students benefited significantly from the Metacognitive strategy, female students had slightly higher post-test performance scores than their male counterparts. The study concluded that metacognitive strategy instruction is an effective approach for improving academic achievement in Basic Science and Technology among junior secondary school students. It was therefore recommended that Basic Science teachers should integrate metacognitive strategy instruction into classroom practices.

Keywords : Metacognitive Strategies, Academic Performance, Basic Science and Technology, Gender and Instruction.

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