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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 aims to explore the attitude of science and technology education lecturers and students towards using metacognitive strategies in colleges of education in the North-East region of Nigeria. Metacognitive strategies refer to the conscious awareness and control of one's own learning processes. Understanding the attitudes of both lecturers and students towards metacognitive strategies is crucial for fostering effective teaching and learning practices.
The research design employed in this study is a mixed-methods approach, combining quantitative and qualitative data collection methods. Quantitative data was gathered through a structured questionnaire distributed to a sample of science and technology education lecturers and students in colleges of education across the North-East region of Nigeria. The questionnaire included items designed to assess participants' attitudes towards metacognitive strategies, such as their perceived usefulness, importance, and willingness to incorporate these strategies into their teaching and learning practices.
Qualitative data was collected through interviews and focus group discussions with a subset of participants to gain in-depth insights into their attitudes, experiences, and perceptions related to using metacognitive strategies. The qualitative data analysis involved thematic analysis to identify common themes and patterns emerging from the participants' responses.
Preliminary findings indicate that both lecturers and students generally recognize the importance and usefulness of metacognitive strategies in science and technology education. However, there are variations in their attitudes and levels of willingness to adopt and implement these strategies. Factors such as prior knowledge and training, perceived benefits, institutional support, and cultural influences emerged as significant determinants of their attitudes towards metacognitive strategies.
The outcomes of this study can contribute to the development of evidence-based strategies for integrating metacognitive approaches in science and technology education curricula in colleges of education. By understanding the attitudes and perceptions of lecturers and students, educational policymakers and stakeholders can design targeted interventions and provide appropriate support to enhance the effective implementation of metacognitive strategies in teaching and learning environments.
Keywords: attitude, metacognitive strategies, science education, technology education, colleges of education, North-East Nigeria.
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