METACOGNITIVE SELF-MANAGEMENT LEARNING STRATEGIES PERCEIVED IMPORTANT BY BUILDING CONSTRUCTION STUDENTS IN TERTIARY INSTITUTIONS OF NORTH-EAST ZONE OF NIGERIA

Abstract

The study examined the metacognitive self-management learning strategies perceived important by Building Construction students in tertiary institutions of North-east Zone of Nigeria. The study answered one research question and tested one hypothesis. A descriptive survey research design was adopted for the study. A 14-item instrument was used to collect data from a sample of 138 participants, made up of 56 lecturers and 82 students, drawn from 13 tertiary institutions in the North-east Zone of Nigeria. Mean and standard deviation was used to answer the research question. Z-test was used to test the hypothesis at 0.05 level of significance. The study found that metacognitive self-management learning strategies were perceived important by students of tertiary institutions in North-east Zone of Nigeria. It was found that there was a significant difference between the mean scores of the responses of lecturers and students on the metacognitive self-management learning strategies perceived important by Building Construction students in tertiary institutions of North-east Zone of Nigeria. The study concluded that students of Building Construction in tertiary institutions of North-east Zone of perceived as important metacognitive self-management learning strategies. The implication of the study was that metacognition has the capacity to improve students’ learning of Building Construction in tertiary institutions in the North-east Zone. The study also implied that students of Building Construction who demonstrate self-management skills in their learning process, retain more information from their courses of study and have a higher level of academic self-confidence than students who do not seem to have acquired significant self-management skills. The study recommended among other things, that knowledge of metacognitive learning strategies needs to be acquired by students for their own academic performance and progress in Building Construction, and while students of Building Construction use the metacognitive skills and knowledge they have acquired, they will be required to self-manage the knowledge and skills in order for them to become more independent of the teacher.