Quality Education amidst Insecurity: Interplay of Metacognition and Self-Regulation on Academic Achievement among Senior Secondary School Students in Kaura-Namoda, Zamfara State

Abstract

This study investigated the Relationships of Metacognition, Self-regulation and Academic Achievement amidst Insecurity among Senior Secondary School Students in Kaura Namoda, Zamfara State. The study employed correlational survey research design. A sample of three hundred and twenty-two (322) students (Research Advisors, 2006) was used in the study which was identified through multi stage sampling technique. Three objectives guided the study. Instruments used for data collection were Metacognitive Awareness Inventory and Self-Regulation Questionnaire. A pilot test was conducted and the instruments were found to have an internal consistency of α= .802 and α= .789 respectively. Pearson Product Moment Coefficient (Pearson’s r) was used to test all the hypotheses at .05 level of significance. The result revealed a significant positive relationship between; Metacognition and Academic Achievement (r= .788); Self-regulation and Academic Achievement (r= .763); Self-evaluation and Academic Achievement (r= .750). Based on the findings of the study, it was concluded that both metacognition and self-regulation influence academic achievement of students. It was recommended that; Educators should be taught trained on how to inculcate metacognitive skills among their students, learners should be encouraged and supported to engage in independent learning by utilizing self-regulation skills, and finally students should be taught and encouraged to practice self-evaluation so as to monitor their progress while on independent learning and identify areas in need of improvement.