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Level of Practices and Challenges of Metacognitive Strategies in Physics Teaching at Secondary Schools: The Case of Bako and Tibe Secondary Schools, Western Shewa Zone of Oromia Regional State, Ethiopia

Journal Name:

  • Middle Eastern & African Journal of Educational Research

Publication Year:

  • 2015
Author NameUniversity of Author
Abstract (2. Language): 
Metacognition is thinking about thinking. It is the primary vehicle for student learning. Thus, this study aimed at examining teachers’ level of metacognitive knowledge, practices of metacognitive teaching and challenges of implementing metacognitive strategies in classrooms. It considered students (grades 9 and 10), physics teachers and principals of Bako and Tibe secondary schools in the academic year of 2010/2011. Using probability proportional to size, 213 and 134 students were selected from grades 9 and 10 respectively. The total sample size was 368 (347 students, 8 principals and 13 teachers). The study was survey type guided by three research questions which were answered using the data collected through questionnaire, interview and classroom observation checklist. Cronbach’s alpha, percentage analysis, Mann-Whitney U test and ANOVA tests were used in data analysis. The result showed that teachers’ knowledge of cognition and level of metacognitive teaching were low or absent. The study also indicated that low level of teachers’ knowledge of cognition, students’ lack of metacognitive learning experiences before and the case that metacognitve strategies take large amount of time were appeared to be the main challenges of metacognitive teaching in those schools. Hence, this study suggested that teachers need professional development opportunities on metacognitive strategies.
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