META-COGNITIVE SKILLS AS PREDICTORS OF ACADEMIC SELF-EFFICACY AMONG SECONDARY SCHOOL STUDENTS IN CALABAR MUNICIPALITY OF CROSS RIVER STATE, NIGERIA

BY

Dr. ADIE, ROSE UNWANUNG

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ORCID ID: https:/orcid.org/0009-0000-0530-6488

&

BESHEL IGNATIUS AKWAGIOBE

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&

Dr. EMMANUEL KING EKONG

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ORCID ID: https://orcid.org/0009-0006-2630-7504

&

AMOS, KATE JONAH

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&

Dr. ANELE, EZEBUNWO

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ORCID ID: https:/orcid.org/0009-0005-0416-3709

&

Dr. EKEREKE, AIDAM BENJAMIN

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Department of Educational Psychology,

Faculty of Educational Foundation Studies,

University of Calabar, Calabar

ABSTRACT

The study investigated the contribution of meta-cognitive skills to the prediction of academic self-efficacy of senior secondary school students in Calabar Municipality of Cross River State, Nigeria. Specifically, it determined the joint contribution of planning skills, monitoring skills and evaluation skills to academic self-efficacy of students. Correlational research design was employed in this study. The population of the study consisted of 6,210 SS2 students in secondary schools in the study area. A sample size of 376 students was selected using Taro Yamane's sample-size formula at 0.05 level of precision while proportionate stratified random sampling and simple random sampling were used to select the sample. A questionnaire structured under the title 'Meta-Cognitive Skills and Academic Self-Efficacy Questionnaire (MSASEQ)' was used to collect data from respondents. The questionnaire was validated by some specialists in Educational Psychology and Measurement and Evaluation. Cronbach's alpha method was used to obtain a reliability index of 0.87. Multiple linear regression was used to analyse the data at 0.05 alpha level of significance. Results of the study showed that planning skills, monitoring skills and evaluation skills, collectively predicted academic self-efficacy of the students significantly; the total explained variance being 12.1% of the academic self-efficacy. Evaluation skills made the most significant positive contribution to the prediction of academic self-efficacy of the students; planning skills contributed next; while monitoring skills made no significant independent contribution to the prediction of academic self-efficacy of students. The study concluded that meta-cognitive skills are useful in making students confident about their ability to carry out academic tasks. It recommends that school administrators should integrate meta-cognitive strategies in classroom instructional activities; teacher training programme on the use of meta-cognitive strategies should be provided; and setting goals, monitoring self-performance and reflection through the counselling programme should be encouraged and promoted at the school and parental level.

Keywords: Meta-cognitive skills; academic self-efficacy; secondary school students; self-regulated learning. Download PDF