Analysis of Metacognitive Orientation for Science Learning Among Senior Secondary School Chemistry Students in Ilorin, Nigeria

Abstract

Students metacognitive orientations has been reported to be a potent tool in helping students to develop higher-order thinking skills as well as becoming potential problem solvers. This study analyzed the metacognitive orientations for learning science among secondary school students in Ilorin metropolis. The study adopted descriptive research of the survey type. A sample of 520
respondents who were selected through a simple random sampling technique was involved in the study. The instrument used for data gathering was adopted from Thomas, Anderson, and Nashon (2008) entitled Self-efficacy and Metacognitive Learning Inventory- Science (SEMLI-S). Data were analyzed using mean, standard deviation, t-test and ANOVA. Findings from the study revealed that students have high metacognitive orientations for learning Science. Also, class level and students’ gender did not significantly influence their metacognitive orientations towards learning science. Furthermore, school type did not significantly influence their metacognitive orientations. The study