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Article Title: The Effect of Metacognitive Skills on Performance in English Language among Senior Secondary School Students in Anambra State, Nigeria
by Eluemuno. A. and Azuka-Obieke. U.

Abstract:
The study investigated the effect of metacognitive skills on academic performance of senior secondary school students in Anambra state, Nigeria. The purpose of the study was to examine the relationship between metacognitive skills and academic performance among senior secondary school students. A sample of 144 participants' were randomly selected from three senior secondary schools was used for the study. The schools were randomly assigned two intervention conditions (metacognitive training strategies) and control group. Questionnaire and achievement test was employed to generate data for the study. To guide the study, two research hypotheses were formulated. The hypotheses were tested using descriptive statistical method, analysis of covariance (ANCOVA) and Pearson product moment correlation coefficient statistics. The study revealed a positive relationship between metacognitive skills and academic performance such that developing metacognitive skills of a student will lead to the improvement of his/her academic performance in English Language. Thus, the need to inculcate the development of metacognitive skills in the school curriculum. This is considered important because of its impact in improving academic performance of students in English Language. The findings of the study may assist educators in developing instructional objectives for a better understanding of the effects of metacognitive skills on academic performance of senior secondary school students.

Keywords: metacognitive skills, academic performance, self awareness skills, planning skills and monitoring skills

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