Title: Effect of metacognitive learning strategies on English language performance among students in Kenya

Authors: Justine Momanyi Omare; Peter J.O. Aloka; Robert Onyango Ochieng

Addresses: School of Education, Humanities and Social Sciences, Jaramogi Oginga Odinga University of Science and Technology, Kenya ' Wits School of Education, University of the Witwatersrand, South Africa ' School of Education, Humanities and Social Sciences, Jaramogi Oginga Odinga University of Science and Technology, Kenya

Abstract: The study investigated the effect of metacognitive learning strategies on academic performance in English language among students in public secondary schools in Kenya. The study adopted Solomon four-group experimental design. The participants comprised 283 Grade 11 students from four public secondary schools. The study utilised a modified standardised metacognitive learning strategy questionnaire (MLSQ) to measure the use of metacognitive learning strategies by students in English language. Cronbach's alpha (α) was computed to investigate the internal consistency of the questionnaire and the overall reliability coefficient of α = 0.827 was reported. The findings is that there is significant difference between experimental group posttest scores (Group-3) and control group posttest scores (Group-4), t(53) = -8.095 (p < .05). The conclusion is that metacognitive learning strategies are effective in enhancing student's academic performance in English language. Teachers of English language should therefore utilise metacognitive learning strategy during instruction in schools.

Keywords: effect; metacognitive learning strategies; academic performance; English language; students; Kenya.

DOI: 10.1504/IJLC.2022.124471

International Journal of Learning and Change, 2022 Vol.14 No.4, pp.357 - 373

Received: 23 May 2020
Accepted: 07 Sep 2020
Published online: 27 Jul 2022 *

Full-text access for editors Full-text access for subscribers Purchase this article Comment on this article