Effect of Training in Math Metacognitive Strategy on Fractional Achievement of Nigerian Schoolchildren

Autor/inn/en	Onu, V. C.; Eskay, M.; Igbo, J. N.; Obiyo, N.; Agbo, O.
Titel	Effect of Training in Math Metacognitive Strategy on Fractional Achievement of Nigerian Schoolchildren
Quelle	(2012), S.316-325 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Control Groups; Quasiexperimental Design; Achievement Tests; Metacognition; Foreign Countries; Gender Differences; Experimental Groups; Hypothesis Testing; Arithmetic; Academic Achievement; Achievement Gains; Educational Strategies; Training Methods; Achievement Need; Educational Psychology; Educational Improvement; Comparative Analysis; Comparative Testing; Elementary School Mathematics; Elementary School Students; Nigeria + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Geschlechterkonflikt; Hypothesenprüfung; Hypothesentest; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Schulleistung; Achievement gain; Leistungssteigerung; Lehrstrategie; Didaktik; Trainingsmaßnahme; Erziehungspsychologie; Pädagogische Psychologie; Teaching improvement; Unterrichtsentwicklung; Elementare Mathematik; Schulmathematik
Abstract	This study examined the effect of training in math metacognition on fractional mathematics among primary school pupils, with a quasi-experimental design, specifically a post-test only control group design. Two intact classes were randomly selected and assigned to treatment and control conditions. Sixty primary six pupils constituted the sample size. Two research questions and three null hypotheses guided the study. A FAT (Fraction Achievement Test) was developed, validated and used for data collection. The data collected were analyzed using mean, SD (standard deviation) and ANOVA (analysis of variance). The result of the study showed that training in math metacognitive strategy improved pupils' achievement in fractional mathematics. The study also showed a significant gender difference in the achievement of pupils in fractional mathematics. Hence, a good understanding of fractions is requisite to excellence in school mathematics; the study recommends that training in math metacognitive strategy should be urgently introduced in teacher preparation in order to remedy the prevalent mathematics fear and failure in Nigeria. (Contains 2 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10