The Effectiveness of Metacognitive Prompts on a Genetics Test among High School Students in Kenya
Year: 2018
Type: article
Abstract: This study investigated theeffectiveness of using metacognitive prompts in improving scores on a geneticstest among high school students in Western Kenya. The study, a post-test onlycontrol group quasi-experimental design involving 2x2x3 factorial matrix alsoinvestigated the interacting effects of metacognitive prompting andself-efficacy beliefs while controlling for gender. A total of 2,139 form four(grade 12) students from intact classesparticipated in the study that was carried out in 17 high schools. Threevalidated instruments: Metacognitive Prompting Questionnaire (MPG),Self-efficacy Questionnaire (SEQ) and Genetics Test (GT) were used for datacollection. Data were analysed both descriptively (means and standard deviation) andinferentially through a 2x2x3 Analysis of Covariance (ANCOVA). Findings showedthat testing method(Metacognitive prompting Versus Conventional) and self-efficacy beliefs had statistically significant main effects onstudents genetics test score (F(1,2132)= 4.568, p = 0.033) and (F (1,2132) = 963.740, p < 0.001) respectively. This impliedthat use of metacognitive prompts hadsuperior effects to conventional method of testing. It also implied thatstudents who are highly efficacious do better on tests than students with lowself-efficacy. There were nosignificant 2-way and 3-way interaction effects of variables on genetics testscore. These findings have implications for Biology teachers who are imploredto adopt the use of metacognitive prompts during testing and to promoteself-efficacy beliefs among students.
Source: DergiPark (Istanbul University)
Author: Catherine Aurah
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2902903494