Metacognition as Correlate of Academic Achievement and Motivation of pre-service teachers in Electrical-Electronics Devices in Colleges of Education in Kano State, Nigeria

Abstract

The study investigated the metacognition as correlate of academic achievement and motivation of pre-service teachers in Electrical-Electronics Devices in Colleges of Education in Kano State, Nigeria. The study was guided by two research questions while two hypotheses were tested at 0.05 level of significance.. A correlational research design was adopted for the study. The population for the study consisted of all ninety-three (93) NCE II students offering Electrical-Electronics Devices in the three NCE technical awarding institutions in Kano State. Three instruments were used for data collection: the Electrical-Electronics Devices Metacognition Inventory (EEDMI), Electrical-Electronics Devices Motivation Questionnaire (EEDMQ), and the Electrical-Electronics Devices Achievement Test (EEDAT). The instruments were validated by three experts in the department of industrial and technology education. The reliability of the questionnaire was established using Cronbach alpha reliability method, which yielded reliability coefficients of 0.898 for EEDMI and 0.779 for EEDMQ, while Kuder-Richardson Formula 20 (KR-20) was used for the EEDAT, which yielded a reliability coefficient of 0.839. Data collected were analyzed using Pearson Product Moment Correlation method for answering research questions while the hypotheses were tested using regression analysis at the 0.05 level of significance. The findings revealed a strong positive and statistically significant relationship between metacognition and academic achievement (r = .601), as well as between metacognition and motivation (r = .850). It was recommended, among others, that educators in Colleges of Education should integrate theteaching of metacognitive strategies, such as modeling thinking aloud during troubleshooting to show students how to regulate cognitive processes.