Abstract:
The study is aimed at identifying and determining metacognitive skills development strategies for improving academic performance of building construction technology student in colleges of education in the south-west geo-political zone of Nigeria. Survey research design was adopted for the study. Six research questions and Six null hypotheses were formulated to guide the study. The population of the study comprised all the Building Lecturers in colleges of education in the zone. The study made use of the entire population which consisted of 40 respondents (15 Less Experienced and 25 Experienced Lecturers). A 110 items structured questionnaire was used as the instrument for data collection. The instrument was subjected to face validation by three experts’, it was further pilot tested no respondents who were not part of the population for the study. Cronbach Alpha was used to establish the internal consistency of the instrument. The overall reliability coefficient for the instrument was calculated to be 0.93. Mean was used to analyse the data for answering the research questions while the t-test statistics was employed to test the hypotheses at 0.05 level of significance. Based on the data it was found that, Self management skills, High order thinking skills, Instructional strategies, Cognitive learning strategies, Instructional resources and Classroom environment are all strategies that are required for effective metacognitive skills development in building construction technology students. Consequently, it was recommended among others that, the curriculum planner should review the existing curriculum and include the activities and processes that will foster metacognitive skill development for improved academic performance in building construction student.
