Gender Issues in Achievement and Retention among Secondary School Students Taught Thermal Energy Using Metacognitive Scaffolding Teaching Strategy

P.A. Agu^* and C.O. Iyamu

Abstract

This study investigated gender issues in achievement and retention among secondary school students taught thermal energy using metacognitive scaffolding teaching strategy in Federal Capital Territory (FCT), Abuja, Nigeria.  Four research questions were asked, while four null hypotheses were tested at 0.05 level of significance. Quasi experimental research design involving non-randomized control pretest-posttest design was utilized.  The study population consisted of 2699 Senior Secondary II (SSII) physics students from 54 public SSII physics students in FCT, Abuja.  Multistage random sampling technique was used to select two schools for the study. From the two schools, two intact SSII classes were selected consisting of 75 SSII physics students. The instrument used for data collection consists of Thermal Energy Achievement Test (TEAT). The data collected from the instrument were analyzed using Statistical Package for Social Science (SPSS). The research questions were answered using mean and standard deviation while the null hypotheses were tested using Analysis of Covariance (ANCOVA).  Findings from the analyzed data showed that physics students taught using metacognitive scaffolding teaching strategy performed better in their achievement scores than those taught using conventional lecture method;  Male physics students did not perform better than their female counterpart when taught using metacognitive scaffolding teaching strategy; Physics students taught using metacognitive scaffolding teaching strategy performed better in their retention scores than their counterparts in the control group;  Male physics students did not perform better in their retention scores than their female counterpart when taught using metacognitive scaffolding teaching strategy.  Based on these findings, it was recommended among others that physics teachers should be encouraged to teach using metacognitive scaffolding teaching strategy.  Government and educational agencies, curriculum planners and developers should encourage the training of physics teachers on metacognitive scaffolding teaching during seminars, workshops and conferences.

Keywords

gender; metacognitive scaffolding teaching strategy; physics, thermal energy; achievement; retention

Cite This Article

P.A. Agu^* and C.O. Iyamu. (2020). Gender Issues in Achievement and Retention among Secondary School Students Taught Thermal Energy Using Metacognitive Scaffolding Teaching Strategy. International Journal of Scientific Advances (IJSCIA), Volume 1| Issue 2: Sep-Oct 2020, Pages 112-118

URL: https://www.ijscia.com/wp-content/uploads/2020/10/Volume1-Isuue-2-Sep-Oct-2020-No.19-112-118.pdf

Publication In

Volume 1 | Issue 2: Sep-Oct 2020