The Effectiveness of Metacognitive Prompts on a Genetics Test among High School Students in Kenya

Year 2018, Volume: 9 , 134 - 142, 18.08.2018

Catherine Aurah

Abstract

This study investigated the
effectiveness of using metacognitive prompts in improving scores on a genetics
test among high school students in Western Kenya. The study, a post-test only
control group quasi-experimental design involving 2x2x3 factorial matrix also
investigated the interacting effects of metacognitive prompting and
self-efficacy beliefs while controlling for gender. A total of 2,139 form four
(grade 12)  students from intact classes
participated in the study that was carried out in 17 high schools. Three
validated instruments: Metacognitive Prompting Questionnaire (MPG),
Self-efficacy Questionnaire (SEQ) and Genetics Test (GT) were used for data
collection. Data were analysed both descriptively  (means and standard deviation) and
inferentially through a 2x2x3 Analysis of Covariance (ANCOVA). Findings showed
that testing method(Metacognitive prompting Versus Conventional)  and self-efficacy beliefs had  statistically significant main effects on
students genetics test score (F(1,2132)
= 4.568, p = 0.033) and (F (1,2132) = 963.740, p < 0.001) respectively. This implied
that use of  metacognitive prompts had
superior effects to conventional method of testing. It also implied that
students who are highly efficacious do better on tests than students with low
self-efficacy. There were no
significant 2-way and 3-way interaction effects of variables on genetics test
score. These findings have implications for Biology teachers who are implored
to adopt the use of metacognitive prompts during testing and to promote
self-efficacy beliefs among students.

Keywords

Metacognitive prompts, Self-efficacy, Genetics, Testing

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