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LEVEL OF AWARENESS AND USE OF METACOGNITIVE STRATEGIES IN TEACHING SECONDARY SCHOOLS MATHEMATICS IN ANAMBRA STATE

LEVEL OF AWARENESS AND USE OF METACOGNITIVE STRATEGIES IN TEACHING SECONDARY SCHOOLS MATHEMATICS IN ANAMBRA STATE

 

TABLE OF CONTENTS

TITLE PAGE i

CERTIFICATION ii

APPROVAL PAGE iii

DEDICATION iv

ACKNOWLEDGMENT v

TABLE OF CONTENT vi

LIST OF TABLES ix

ABSTRACT x

 

CHAPTER ONE: INTRODUCTION 1

Background to the Study 8

Statement of the Problem 8

Purpose of the Study 9

Significance of the Study 10

Scope of the Study 11

Research Questions 12

Hypotheses 12

 

CHAPTER TWO: REVIEW OF RELATED LITERATURE 14

Conceptual Framework. 15

Concept of metacognition 15

Theoretical Framework. 18

John Flavell’s Metacognition Theory 18

Vygotsky theory of cognitive development 21

Theoretical Studies 26

Basic elements of metacognition. 26

Components of metacognition 27

Importance of metacognition for school success and life success 28

Teaching metacognitive strategies 30

Creating metacognitive environment 38

Advantages of using metacognitive strategies by students 42

Disadvantages of teaching with metacognitive strategies 43

Empirical studies 44

Summary of Related Literature Review 48

 

CHAPTER THREE: METHOD 48

Research Design 47

Area of the Study 47

Population of the Study 50

Sample and Sampling Techniques 50

Instrument for Data Collection 52

Validation of the Instrument 52

Reliability of the Instrument 53

Method of Data Collection 53

Method of Data Analysis 54

 

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 56

Summary of major findings 56

CHAPTER FIVE: Discussion, Conclusion And Recommendations 70

Discussion of Results 70

Conclusion 73

Implication of the study 73

Recommendations ` 74

Limitations of the study 75

Suggestions for further Research 75

REFERENCES 77

APPENDICES


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