CORRELATION BETWEEN METACOGNITIVE FACTORS AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG SECONDARY SCHOOLS STUDENTS IN ORON LOCAL GOVERNMENT AREA OF AKWA IBOM STATE, NIGERIA

This study adopted correlational design to examine correlation between metacognitive factors and academic achievement in mathematics among secondary school students in Oron Local Government, Akwa Ibom State, Nigeria. Two research questions were posed and two hypotheses formulated to guide the study. Proportionate sampling technique was used to select a sample of 300 SS2 students for the study. Two instruments titled questionnaire Metacognitive Factors (MCF)” and Mathematics Achievement Test (MAT) were developed by the researcher and validated by experts and used for data collection. The average reliability of the instrument was determined and the coefficient using Alpha Cronbach Method and Kuder-Richardson formula (21) was found to be 0.84 and 0.87 for meta cognitive factors and Mathematics achievement respectively. The hypotheses were tested using Pearson Product Moment Correlation for hypotheses for two hypotheses. All hypotheses were tested at -05 level of significance. Findings indicated that both self –assessment and self-resilience were significant relate to academic achievement in mathematics. It was concluded that achievement of students in mathematics depend on their meta cognitive factors in terms of self-assessment and self-resilience. It was recommended amongst others that educators should implement strategies that build students' confidence in their mathematical abilities which should include providing self-assessment, self-resilience, setting achievable goals, and celebrating small successes.