EFFECT OF SELF-ASSESSMENT META-COGNITIVE STRATEGY ON ACADEMIC PERFORMANCE IN BASIC SCIENCE AMONG UPPER BASIC II STUDENTS IN SABON-GARI, KADUNA, NIGERIA

Abstract

This study investigated the effect of Self-Assessment Metacognitive Strategy (SAMS) on academic
performance in Basic Science among Upper Basic II students in Sabon-Gari, Kaduna State,
Nigeria. A pre-test, post-test quasi-experimental design was adopted, with a sample of 100
students drawn from two intact classes out of a total population of 8,660 (4,013 males and 4,647
females) across 14 schools in Sabon-Gari Local Government Area. The instrument, Energy
Concept Performance Test (ECPT), had a reliability coefficient of r = .76 using the Pearson
Product Moment Correlation. The experimental group received instruction through SAMS for six
weeks, while the control group was taught using the conventional lecture method. Data were
analyzed using descriptive statistics (mean and standard deviation) to answer the research
questions, while two null hypotheses were tested at the .05 level of significance using an
independent samples t-test. Findings revealed a significant difference between the post-test mean
scores of the experimental and control groups, in favor of the experimental group. However, no
significant difference was found between the mean performance scores of male and female students
taught the energy concept using SAMS. The study concluded that SAMS enhances students’
academic performance in Basic Science, is superior to conventional methods, and is gender friendly. It was recommended that Basic Science teachers adopt self-assessment metacognitive
strategies to improve student performance.