Metacognitive learning cycle model and secondary school students’ achievement in physics in Ebonyi State

Abstract

This study examined the extent to which the metacognitive learning cycle model influenced the physics achievement of students in secondary schools. The study's compass consisted of two null hypotheses and two research questions. The study design was quasi-experimental. 924 senior secondary two students from the Izzi Local Government Area in Ebonyi State made up the study population. Using purposive sampling and straightforward random sample procedures, a total of 65 students were selected for the research. The Physics Achievement Test (PAT) was the instrument used to collect the data, and it has been validated by measurement and assessment specialists as well as physics experts. Applying Kuder Richardson Formula 20 to determine the instrument's reliability, the reliability coefficient was determined to be 0.82. The Control group and the Treatment group are the two groups for the study. To respond to the research questions, the mean was employed and the analysis of covariance was used to evaluate the hypotheses. The study's conclusions show that students' academic success in physics is significantly impacted by the metacognitive learning cycle model. The study suggests that rather than depending solely on traditional techniques, educators should redesign their lesson plans to accommodate different metacognitive learning models.