Assessing Problem-Based Metacognitive strategies on Chemistry students’ Learning Styles and Achievement in Electrochemistry

Abstract

Background: Previous studies conducted have shown the effectiveness of Problem-Based Learning (PBL). This investigation was aimed at discovering the relevance and interrelationship of students’ cognition (which is directly linked to PBL), metacognition and learning styles on their achievement. These are key elements in achieving adequate learning as measured by students’ readiness to learn, understanding of new concepts, appropriate application of knowledge gained, retention and recall of content learned. The adoption of an innovative approach in circumventing some obvious learning intricacies and enhancing achievement through the integration of problem-based learning with metacognitive strategies necessitated this study.   Objectives: This study investigated the effectiveness of incorporating Problem-Based Learning with  Metacognitive strategies on the achievement of some Chemistry students with varied learning styles preferences. Methods: The study adopted a quasi-experimental non-randomized pretest and post-test control group design. The sample comprised 70 students drawn from Senior Secondary II chemistry class in Nasarawa State, through a multi-stage random sampling technique. Two intact classes were randomly assigned as the experimental and control group. Three validated instruments used for data collection were Electrolysis Achievement Test (EAT), Metacognition Rating Scale (MRS) and Kolb’s Learning Style Inventory (KLSI-3.1). The control group was taught electrolysis with demonstration method for four weeks while the experimental group was exposed to Problem-Based Metacognitive (PBM) strategies in electrolysis (similar content) for four weeks. Three research questions raised were answered and three corresponding hypotheses formulated were tested at 0.05 level of significance. Data collected were analyzed using Means, Standard Deviations and Analysis of Covariance (ANCOVA). Results: The result of the study showed significant difference in the mean achievement scores of students taught electrolysis with PBM strategies from those taught with the conventional method. Conclusions: The finding reveals no significant difference in students’ achievement based on their learning styles preferences and categorization (accommodating, assimilating, divergent and convergent). There was also no significant difference in the mean achievement scores of male and female chemistry students taught electrolysis using the PBM strategies.

Keywords: Learning styles, Metacognitive strategy, Achievement, Problem-Based Learning, Electrolysis