EFFECT OF SCALFOLDED METACOGNITIVE ACTIVITIES ON SENIOR SECONDARY SCHOOL STUDENTS' PROBLEM-SOLVING SKILLS IN STEM SUBJECTS

Abstract

This research paper examined the effect of scaffolded metacognitive
activities on the problem-solving skills of students in STEM subjects
in senior secondary schools. Quasi-experimental research design
was used. A multistage sampling procedure was used for the sample
selection. A total of 120 students in senior secondary schools of the
two schools randomly selected in Ile-Ife, Osun State, Nigeria
participated in the study. The experimental group students were
instructed in scaffolded metacognitive activities and the control
group students were instructed in the conventional ways of teaching.
Problem-solving skills questionnaire was used to collect the data.
Analysis of Covariance (ANCOVA) was utilised to compare the post
test problem solving scores and controlling the differences at the pre
test. The findings showed that there was a statistically significant
difference in problem-solving skills of the students in the
experimental group and those in the control group, such that,
students in the experimental group displayed better results than those in the control group, [F
(1, 117)
= 9.029, p =.003]. The study concludes
that scaffolded metacognitive activities are an efficient strategy of
enhancing problem-solving skills of senior secondary school
students in STEM subject. It has been suggested, therefore, that
STEM teachers should incorporate scaffolded metacognitive
activities throughout classroom learning in order to facilitate
increased secondary (high)er-order thinking and more positive
problem-solving skills