EFFECTS OF COLLABORATIVE AND META-COGNITIVE LEARNING STRATEGIES ON ENGLISH LANGUAGE STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION
Ohia, Isaac N. and Ochuba, Onyinyechi Okezie
Curriculum Studies and Educational Technology, University of Port Harcourt, Nigeria
E-mail: Franokey2000@yahoo.com
Abstract: The study adopted a pre-test, post test, control group, quasi experimental design of a 3X3X2 factorial matrix. A total of two thousand one hundred (2100) students, from fourteen (14) public schools in Obio/Akpor LGA were used. A sample of one hundred and fifty (150) students was selected from three (3) public co-educational secondary schools. The instruments used for this study are the Reading Comprehension Achievement Test (r = 0.69). Verbal Ability Test (r = 0.78). Instructional Guide on Collaborative Teaching Strategy (IGCTS), Instructional Guide on Meta-cognitive Teaching Strategy (IGMCTS) and Instructional Guide on Conventional Teaching Strategy (IGCTS). Three research questions were stated and a total of seven null hypotheses formulated and tested at 0.05 level of significant. Data collected were analysed using analysis of Covariance (ANCOVA), variance (ANOVA), Scheffe post hoc test. Results showed that there was significant main effect of strategies on students achievement (F(2,147) = 8.923; p<0.05; r2 = 0.477) in reading comprehension. The mean achievement scores of students in Collaborative Learning Strategy (CLS) had greater mean achievement score than those of the Meta-Cognitive Learning Strategy (MLS) (: 18.42 > 14.87). However, there was no significant main effect of treatment on Verbal ability, gender, on students’ achievement in reading comprehension. Based on these findings, it is recommended that teachers of English as a second language should adopt Collaborative Learning Strategy (CLS) and Meta-Cognitive Learning Strategy (MLS) in teaching reading comprehension in order to enhance students understanding and performance.