IMPACT OF PROCESS ORIENTED COOPERATIVE-INQUIRY LEARNING STRATEGY ON THE METACOGNITION OF CHEMISTRY STUDENTS IN LAGOS STATE, NIGERIA

Abstract

The study investigated the impact of process oriented cooperative learning strategy on the metacognition of chemistry students in Lagos State, Nigeria. Four specific objectives and four research questions guided this study. Correlation survey research design was adopted for the study. The sample for the study consisted of four hundred and twenty-one (421) Senior Secondary II chemistry students from nine public schools in Lagos State, Nigeria, which were selected using purposive random sampling technique. Process Oriented Cooperative-Inquiry Learning Strategy (POCILS). The instruments; Learning Strategy Scale (LSS), and Metacognition Learning Inventory–Chemistry (MLI-C) were administered three times at intervals of Time T1, Time T2, and Time T3 to the students for data collection.

Mean, Standard deviation, Analysis of Variance (ANOVA), and t-test were used to analyze the data. SPSS AMOS 26 software program was employed to calculate the correlation coefficient statistics. Results showed that learning strategies instruction increased students'
metacognition in chemistry. Results also showed that students' learning strategies used reflected on their metacognition and that students' learning strategies used shows a high correlation with metacognition. Furthermore the results showed that there was no
significant difference in students' learning strategies use and students' metacognition in chemistry based on gender. Therefore, it was concluded that learning strategies intervention using POCILSIM improves students' learning strategies use which directly increases
students' metacognition in chemistry. Hence, it's recommended that Policymakers should approve the inclusion and teaching of learning strategies in the National curriculum at all levels using POCILSIM