METACOGNITIVE STRATEGIES AND INDEPENDENT LEARNING AMONG PUBLIC SECONDARY SCHOOLS IN YENAGOA, BAYELSA STATE.

Abstract

This study examined the relationship between metacognitive strategies and independent learning among public secondary school students in Yenagoa Local Government Area of Bayelsa State. The specific metacognitive strategies investigated were information management, planning, evaluation, monitoring, and debugging. A descriptive survey research design was adopted for the study. The population comprised 4,140 students from public secondary schools in the study area, out of which a sample of 200 students was selected using simple random sampling technique from ten public secondary schools. Data were collected using a researcher-developed questionnaire titled “Metacognitive Strategies and Independent Learning among Public Secondary School Students Questionnaire (MSAILAPSS)”, which was validated by experts in measurement and evaluation and tested for reliability using the Cronbach Alpha method. Data collected were analyzed using Pearson Product Moment Correlation coefficient. The findings revealed that students demonstrated a high level of metacognitive strategies across all dimensions examined, and these strategies showed a positive relationship with independent learning. Information management and planning enhanced students’ organization and goal-setting abilities, while evaluation, monitoring, and debugging improved self-regulation and problem-solving skills. The study concluded that metacognitive strategies are critical determinants of independent learning among public secondary school students. Based on the findings, it was recommended that teachers should integrate metacognitive strategy instruction into classroom practices, encourage self-assessment and reflective learning, and provide learning environments that support students’ independent and self-regulated learning skills.