Relationship between students’ metacognitive skill and students’ academic achievement in Biology in public secondary schools in Anambra State Nigeria
Keywords:
Metacognitive Skills, Academic Achievement, Biology, Correlational Study, Senior Secondary StudentsAbstract
A correlational study was conducted to examine the correlation between self-regulatory skills and academic achievement in Biology of Senior Secondary 2 students of Anambra State. A multi-stage sampling technique was used to select 18 public secondary schools with 637 pupils from the Awka and Otuocha education zones. Two validated and reliable structured scales and official third-term grade books were used to collect data which were analyzed using Pearson Product Moment Correlation and multiple regression analyses at the 0.05 level of significance to test the hypotheses. The total population of 637 secondary school students in Anambra State were used for the analysis and the relationship between metacognitive skill and academic achievement in Biology among the secondary school students was determined. The result showed that there was a low positive correlation (r=.026, R2=.001). This relationship was not statistically significant as shown by regression analysis: F(1,635)=0.792, p=.374. The data did not support the rejection of the null hypothesis (p>.05), thus supporting the hypothesis, which states that there is no significant linear relationship between metacognitive skills and students' achievement score in Biology in the public secondary schools of Kano state. The study findings recommended that the educational stakeholders move beyond metacognitive awareness and integrate in subject-specific pedagogical interventions and supporting resources that would further improve students' understanding of biology concepts in the secondary school..
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Copyright (c) 2026 Obioma Henrietta Nnalue, Chinwe Juliana Enemuo, Uchenna Favour Muogbo
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