EFFECTIVENESS OF METAACOGNITIVE LEARNING STRATEGIES ON THE ACHIEVEMENT IN PHYSICS OF STANDARD IX PUPILS

Abstract

Objectives: The present study includes the following objectives. a) To compare the mean pre-test scores of experimental and control groups b) To compare the mean post test scores of achievement in Physics for experimental and control groups for total sample and the subsamples based on gender. c) To compare the mean gain scores of experimental and control groups for total sample and the subsamples based on gender d) To study the effectiveness of metacognitive learning strategies over the existing method of teaching on the achievement in Physics of standard IX pupils. Sample: The sample of the study consists of 54 pupils in the experimental group and 49 in the control group. The sample for both experimental and control groups were two divisions of standard IX students drawn from the Govt. Ganapth Vocational Higher Secondary School, Feroke, Calicut. Tools: Lesson Transcript Based on Metacognitive Learning Strategies, Lesson Transcript Based on Existing Method (Constructivist Method) of Teaching, Achievement test in Physics. Statistical technique: For the present study, test of significance of difference between means for large and small independent samples were used to compare the relevant variables between the experimental and control groups Major finding: Metacognitive learning strategies are effective for teaching the subject Physics for secondary school students.