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 ElectricalElectronics 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.