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Attitude of Science and Technology Education Lecturers and Students Towards Using Metacognitive Strategies in Colleges of Education in North-East Nigeria
Abstract:
This study investigates the attitude of Science and Technology Education (STE) lecturers and students towards using metacognitive strategies in colleges of education in North-East Nigeria. Metacognitive strategies refer to cognitive processes that individuals employ to monitor, regulate, and enhance their learning. Understanding the attitudes and perceptions of both lecturers and students towards the use of metacognitive strategies is crucial for designing effective educational interventions and improving the quality of science and technology education.
The research employed a quantitative research design, and data were collected using a structured questionnaire. The sample consisted of lecturers and students from various colleges of education in the North-East region of Nigeria. The questionnaire was designed to assess participants’ attitudes towards the use of metacognitive strategies, including their perceptions of its usefulness, relevance, and implementation challenges.
Preliminary findings indicate that both lecturers and students generally recognize the importance of metacognitive strategies in enhancing learning outcomes in science and technology education. However, there are variations in their attitudes and perceptions. Lecturers show a more positive attitude towards incorporating metacognitive strategies into their teaching practices, recognizing its potential to improve students’ critical thinking skills, self-regulation, and problem-solving abilities.
On the other hand, students exhibit a moderate level of attitude towards metacognitive strategies. While they acknowledge the benefits of using such strategies, they express concerns about the initial difficulty in implementing them and the need for additional guidance and support from lecturers. The study also reveals that lecturers’ level of knowledge and training in metacognitive strategies significantly influences their attitudes, whereas students’ attitudes are influenced by their prior exposure and experience in using these strategies.
These findings suggest the need for targeted professional development programs for STE lecturers, focusing on enhancing their understanding and application of metacognitive strategies. Additionally, there is a need for curriculum reform and the integration of metacognitive approaches into science and technology education to provide students with the necessary skills for effective learning and problem-solving.
Keywords: Science and Technology Education, metacognitive strategies, attitude, lecturer, student, North-East Nigeria, colleges of education.
Attitude of Science and Technology Education Lecturers and Students Towards Using Metacognitive Strategies in Colleges of Education in North-East Nigeria.GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
