Timilehin E M M A N U E L Adegboye | University of Ilorin, Ilorin Kwara State Nigeria (original) (raw)
Adegboye Emmanuel Timilehin B. Sc. (Ed). (Chemistry Education
Supervisors: Dr. Johnson E. Uphai, Engr. Adesina Ayodele, and Engr Cornelius Thomas
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Papers by Timilehin E M M A N U E L Adegboye
This research project is dedicated to my parents, all senior secondary school students, and scien... more This research project is dedicated to my parents, all senior secondary school students, and science teachers.
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This study investigated on the analysis of metacognitive orientations for science learning in Ilo... more This study investigated on the analysis of metacognitive orientations for science learning in Ilorin South Local Government Ilorin, Kwara state. The purpose of the study is to analyze the metacognitive orientations of science learning among senior secondary school students, to make findings on the difference in metacognitive orientations for science learning between different class levels, male and female science students in senior secondary schools. This study employed a descriptive research of the survey type. A questionnaire tagged Analysis of senior secondary school metacognitive orientations for science learning, the study answered three research question and two hypotheses. The null hypotheses postulated for the study were analyzed using one sample t-test and ANOVA and was interpreted at 0.05 alpha level of significance. The findings of this study shows that the metacognitive orientation for science learning in all the groups and sub-scales of SEMLI-S fell above the rating of half of the time. There is no significant difference in metacognitive orientation between male and female science students. There is no significant difference in metacognitive orientation among science students in different class levels (SS I, II, & III). Based on the result of this study, it was concluded that students make connections of what was learned in science classes with outside science classes, students adjust planning and level of concentration for learning a task to assess and evaluate themselves for selfefficacy, and also the awareness of areas of learning challenges and difficulties. It was recommended that Metacognition orientations should be integrated into the learning curricula because it gives an insight into science students self-perceptions of how their cognition processes takes place, and also that the Government should provide adequate facility and equipment to public schools that will equal those of the private schools as this will enhance an upgraded dimensions as to how learners understand what they are learning.
This research project is dedicated to my parents, all senior secondary school students, and scien... more This research project is dedicated to my parents, all senior secondary school students, and science teachers.
This study investigated on the analysis of metacognitive orientations for science learning in Ilo... more This study investigated on the analysis of metacognitive orientations for science learning in Ilorin South Local Government Ilorin, Kwara state. The purpose of the study is to analyze the metacognitive orientations of science learning among senior secondary school students, to make findings on the difference in metacognitive orientations for science learning between different class levels, male and female science students in senior secondary schools. This study employed a descriptive research of the survey type. A questionnaire tagged Analysis of senior secondary school metacognitive orientations for science learning, the study answered three research question and two hypotheses. The null hypotheses postulated for the study were analyzed using one sample t-test and ANOVA and was interpreted at 0.05 alpha level of significance. The findings of this study shows that the metacognitive orientation for science learning in all the groups and sub-scales of SEMLI-S fell above the rating of half of the time. There is no significant difference in metacognitive orientation between male and female science students. There is no significant difference in metacognitive orientation among science students in different class levels (SS I, II, & III). Based on the result of this study, it was concluded that students make connections of what was learned in science classes with outside science classes, students adjust planning and level of concentration for learning a task to assess and evaluate themselves for selfefficacy, and also the awareness of areas of learning challenges and difficulties. It was recommended that Metacognition orientations should be integrated into the learning curricula because it gives an insight into science students self-perceptions of how their cognition processes takes place, and also that the Government should provide adequate facility and equipment to public schools that will equal those of the private schools as this will enhance an upgraded dimensions as to how learners understand what they are learning.