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

Abstract

Technical and vocational education (TVE) is that type of education that is concerned with the transmission of knowledge and skills for functional life in a society. The National Policy on Education ((Federal Republic of Nigeria, FRN, 2011), defined TVE as the education provided individuals which equips them with functional skills and knowledge in order for them to be useful members of the society. For the knowledge and skills to be transmitted effectively, however, appropriate methods of instruction are necessary. Ogbuzuru (2011) listed some of these methods as demonstration, lecture, observation and projects.
A vital method of instruction which enables learners to make use of their thinking faculties for effective problem solving is known as metacognition. According to Ormrod (2004),
metacognition refers to what human beings know about their cognitive processes and how they use these processes in order to learn and remember. It is defined as the activity of monitoring and controlling one’s cognition (Young & Fry, 2008). Young and Fry added that metacognitive knowledge can be described as what we know about our own cognitive processes.
A key challenge regarding the use of metacognition in learning is self-assessment. Earl and Katz (2006) opined that self-assessment refers to a situation where students monitor their own