EFFICACY OF TWO MODES OF METACOGNITIVE TEACHING STRATEGIES ON JUNIOR SECONDARY SCHOOL STUDENTS’ INTEREST IN CULTURAL AND CREATIVE ARTS IN BENUE STATE, NIGERIA
DOI:
https://doi.org/10.48047/55phgk80Keywords:
Metacognitive Strategies, Think-aloud problem-solving, Elaboration strategy, Cultural and Creative Arts, Students’ interest, GenderAbstract
The study investigated the effect of two metacognitive teaching strategies on Junior Secondary School Students’ interest in Cultural and Creative Arts (CCA) in Benue State, North-Central Nigeria. Guided by three research questions and corresponding null hypotheses, the study adopted a quasi-experimental design. The population comprised all Junior Secondary School II students offering CCA in Benue State, from which a sample was drawn using a multi-stage sampling procedure. Two intact classes were assigned to experimental group I (Think-Aloud Problem-Solving Strategy), and experimental group II (Elaboration Strategy). An instrument titled “Cultural and Creative Arts Interest Inventory (CCAII) designed by the researchers was used for data collection. The instrument was validated by three experts in Department of Art Education (Cultural and Creative Arts), Department of Science Education (Measurement and Evaluation) and Department of Educational Foundations (Educational Psychology), and its reliability established using Cronbach’s Alpha, yielding a coefficient of 0.76. Data were analyzed using mean and standard deviation to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at a 0.05 level of significance. Findings of the study revealed that think-aloud problem solving strategy significantly enhancing students’ interest more than both the Elaboration Strategy. However, gender did not significantly influence students’ interest in CCA, and the interaction effect of teaching strategies and gender on students’ interest was not significant. It was recommended, among others, that Cultural and Creative Arts teachers should adopt metacognitive teaching strategies such as the think-aloud problem solving strategy to enhance students’ sustained interest and participation in the subject. Teacher education programs and curriculum planners should also emphasize the integration of metacognitive pedagogy in art instruction to promote creativity, inclusiveness, and reflective learning among students.
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