Effect of Two Metacognitive Teaching Strategies on Junior Secondary School Students’ Academic Achievement in Cultural and Creative Arts in Benue State North-Central, Nigeria

Abstract

The study examined effect of two metacognitive teaching strategies on junior secondary school students’ academic achievement in Cultural and Creative Arts in Benue State North-Central, Nigeria. The research design adopted for the study was quasi-experimental. A total of 241 Junior Secondary Two II (JSS11) Cultural and Creative Arts students were sampled from the population of 3500 for the study. Cultural and Creative Arts Achievement Test (CCAAT) was used for data collection. The reliability coefficients of 0.91was obtained for instrument. Data collected for answering questions and testing hypotheses were analysed using mean and standard deviation and Analysis of Covariance (ANCOVA), respectively. The result showed that the think-aloud problem-solving strategy was found to be more effective than the elaboration strategy in enhancing students’ academic achievement in Cultural and Creative Arts in junior secondary schools in Benue North-west senatorial district. Moreover, the study concluded that gender did not significantly influence students’ academic achievement in Cultural and Creative Arts. Notwithstanding, the interaction effect of teaching strategies and gender on students’ academic achievement in Cultural and Creative Arts is not significant. The study recommended among others that teachers should be exposed to the use of the think-aloud problem-solving instructional strategy through seminars and conferences so as to effectively teach the CCA subject. This research will add to the growing body of literature in both Cultural and Creative Arts and Music Education.