Influence of Meta-cognition, Self-efficacy, and Self-regulated Learning on Students’ Achievement in Biology in Ibadan, Nigeria

Abstract

Meta-cognitive knowledge and skills play a prominent role in students' learning, retention, and overall success in science and non-science related fields. Proper utilization of students' meta-cognition assists in regulating their learning and building self-confidence in the learners. This, in turn, could contribute to self-learning for meaningful understanding of biological concepts. Hence, the need to explore the influence of meta-cognition, self-efficacy, and self-regulated strategies on the achievements of biology students in Ibadan North, Nigeria. Other specific purposes addressed in the study were (i) influence of meta-cognition, self-efficacy, and self-regulated learning on students' achievement; and the relationship among meta-cognition, self-efficacy, and self-regulated strategies. The study adopted a descriptive research design of a survey type. Three research instruments utilized for data collection were the meta-cognition scale, the self-efficacy scale, and the self-regulated strategy scale. The reliabilities of the instruments were determined using Cronbach's alpha; the reliability values of 0.86, 0.82, and 0.80, respectively, were obtained. The study found that meta-cognition does not significantly influence students’ achievement in biology, whereas a significant difference existed between students' achievement in biology and (i) self-efficacy, and (ii) self–regulated strategies. The study also revealed that a relationship existed among meta-cognition, self-efficacy, and self-regulated learning strategies. The study recommends that biology students, in light of the results, should be exposed to different types of meta-cognitive skills, and they should be exposed to tasks and questions that can boost their self-efficacy, among others.