Effect of metacognitive learning strategies on English language performance among students in Kenya
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Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
Copyright © 2022 Inderscience Enterprises Ltd.
Abstract
Abstract: The study investigated the effect of metacognitive learning strategies
on academic performance in English language among students in public
secondary schools in Kenya. The study adopted Solomon four-group
experimental design. The participants comprised 283 Grade 11 students from
four public secondary schools. The study utilised a modified standardised
metacognitive learning strategy questionnaire (MLSQ) to measure the use of
metacognitive learning strategies by students in English language. Cronbach’s
alpha (α) was computed to investigate the internal consistency of the
questionnaire and the overall reliability coefficient of α = 0.827 was reported.
The findings is that there is significant difference between experimental
group posttest scores (Group-3) and control group posttest scores (Group-4),
t(53) = –8.095 (p < .05). The conclusion is that metacognitive learning
strategies are effective in enhancing student’s academic performance in English
language. Teachers of English language should therefore utilise metacognitive
learning strategy during instruction in schools.
Description
Keywords
Keywords: effect, metacognitive learning strategies, academic performance, English language, students, Kenya.