Influence of metacognition and self efficacy on academic performance of Biology among undergraduate in Tai Solarin University of education Ijagun, Ogun state.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

            Success in certain endeavours may be contingent upon certain factors. This may also be true of achievement in schooling. Good achievement in schooling could be the partial contributions of an individual gender sensitivity, cognitive, affective (attitude) and psychomotor domains. Adodo,(2010) argued that one key overriding factor for the success of undergraduate academic achievement in biology is the learner’s meta cognition and self efficacy (the ability to produce the result that are intended for students).  One's self-concept (also called self-construction, self-identity, or self-perspective) is a collection of beliefs about oneself that include elements such as academic performance, gender roles and sexuality, and racial identity. Generally, self-concept embodies the answer to "Who am I?". One's self-concept is made up of self-schema, and their past, present, and future selves. Self-concept is distinguishable from self-awareness, which refers to the extent to which self-knowledge is defined, consistent, and currently applicable to one's attitudes and dispositions (Moronkola ,2012).

Metacognition and self-regulation have unique roots within the psychological literature. Dinsmore, Alexander, and Loughlin, 2008, Fox and Riconscente,2008 have examined these roots not only to avoid overlapping the constructs of metacognition and self- efficacy, but also to operationally define the variables of interest. Importantly, metacognition has been approached from a variety of perspectives in the educational psychology literature.  Zimmerman (2010) argued that “self-efficacy beliefs provide students with a sense of agency to motivate their learning through use of such self-regulatory processes as goal setting, self-monitoring, self-evaluation, and strategy use”  .

Metacognition is "cognition about cognition", or "knowing about knowing". Good, (2010) It comes from the root word "meta", meaning beyond. It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving. There are generally two components of metacognition: knowledge about cognition, and regulation of cognition. Differences in metacognitive processing across cultures have not been widely studied, but could provide better outcomes in cross-cultural learning between teachers and students. France, (2013) .

On the other hand, Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities every day. Metacognition enables us to be successful learners, and has been associated with intelligence ( Hill, 2012). Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.

 Flavell, (1980) described metacognition as learners’ knowledge of their own cognition, defining it as “knowledge and cognition about cognitive phenomena” .A large number of studies have supported the importance of metacognition within educational contexts. Evidence supports the conclusion that students with good metacognition demonstrate higher academic performance when compared to students with poor metacognition  (Hill, 2010).

Some evolutionary psychologists (Good,2011,Water,2012 and French,2013) hypothesize that metacognition is used as a survival tool, which would make metacognition the same across cultures. Writings on metacognition can be traced back at least as far as Perì Psūchês; and the Parva Naturalia of the Greek philosopher Aristotle.   This higher-level cognition was given the label metacognition by American developmental psychologist John Flavell (1979).  

Metacognition is generally defined as the activity of monitoring and controlling one’s cognition. It can further be defined as what we know about our cognitive processes and how we use these processes in order to learn and remember (Ormrod, 2004).  Metacognition has been conceptualized into two subcomponents: metacognitive knowledge and metacognitive regulation. These two subcomponents have been theorized to be related to one another (Brown, 1987; Flavell, 1987; Schraw and Dennison,

2004).

 Self-efficacy is the extent or strength of one's belief in one's own ability to complete tasks and reach goals (Soil, 2010). Psychologists have studied self-efficacy from several perspectives, noting various paths in the development of self-efficacy; the dynamics of self-efficacy, and lack thereof, in many different settings; interactions between self-efficacy and self-concept; and habits of  attribution that contribute to, or detract from, self-efficacy.  

            Self efficacy is the ability to persist and a person's ability to succeed with a task. As an example, self-efficacy directly relates to how long someone will stick to a workout regimen or a diet. High and low self-efficacy determines whether or not someone will choose to take on a challenging task or "write it off" as impossible( Henry, 2012). Self-efficacy affects every area of human endeavor. By determining the beliefs a person holds regarding his or her power to affect situations, it strongly influences both the power a person actually has to face challenges competently and the choices a person is most likely to make. These effects are particularly apparent, and compelling, with regard to behaviors affecting health. (Moronkola, 2010)

Bandura (1979) identifies four factors affecting self-efficacy. The experience of mastery is the most important factor determining a person's self-efficacy. Success raises self-efficacy, while failure lowers it. Children cannot be fooled by empty praise and condescending encouragement. They may have to accept artificial boistering of their self-esteem in lieu of something better, but what I call their accruing ego identity gains real strength only from wholehearted and consistent recognition of real accomplishment, that is, achievement that has meaning in their culture." (Erik Erikson,2008). Modeling is experienced as, "If they can do it, I can do it as well." When we see someone succeeding, our own self-efficacy increases; where we see people failing, our self-efficacy decreases. This process is most effectual when we see ourselves as similar to the model. Although not as influential as direct experience, modeling is particularly useful for people who are particularly unsure of themselves. Social persuasion generally manifests as direct encouragement or discouragement from another person. (Erik,2008).

 Discouragement is generally more effective at decreasing a person's self-efficacy than encouragement is at increasing it. In stressful situations, people commonly exhibit signs of distress: shakes, aches and pains, fatigue, fear, nausea, etc. Perceptions of these responses in oneself can markedly alter self-efficacy. Getting 'butterflies in the stomach' before public speaking will be interpreted by someone with low self-efficacy as a sign of inability, thus decreasing self-efficacy further, where high self-efficacy would lead to interpreting such physiological signs as normal and unrelated to ability. It is one's belief in the implications of physiological response that alters self-efficacy, rather than the physiological response itself.  (Dre, 2010)

1.2 Statement of the Problem

The ability of learner to  have a  clear picture about  oneself as a learner and the factors that might  influence performance, knowledge about strategies, and knowledge about when and why to use strategies prevent many learners’ from maximizing their potential while in the university .  Many undergraduates cannot monitor their cognition and plan activities; they are unaware of comprehension task performance, and evaluation of the efficacy of monitoring processes and strategies.

  The importance of biology in the growth and development of any nation cannot be overemphasized. It is a discipline that seems to be in synergy with other discipline , such as Physics , Chemistry, ,Medicine ,Pharmacy ,Geography and Geology . As a result of the importance attached to this subject (Biology), this study will examine the influence of metacognition and self efficacy on academic performance of Biology students. This study will also help learners to display the highest level of academic achievement and academic behaviour that promote learning as Biology students.

1.3 Purpose of the Study

            The main purpose of this study is to examine influence of metacognition and self efficacy on academic performance of Biology among undergraduate in Tai Solarin University of education Ijagun, Ogun state.     

Other specific purpose shall include to:

        i.            analyse the influence of time and study environment on metacognition and self efficacy of students in biology.

     ii.      investigate the relative contribution of undergraduate self determination  toward  the prediction of academic achievement of there examination .   

   iii.      investigate the impact of home background of learner on undergraduate academic achievement .

   iv.      examine the influence of self efficacy on undergraduate career aspiration  .

1.4 Research Questions

        i.            What is the relationship between self efficacy and metacognition

     ii.       What is the  relationship between metacognition and student performance

   iii.      What is the  relationship between self efficacy  and student performance

   iv.      What is the influence of self efficacy on undergraduate  career aspiration?

1.5 Research Hypotheses

Ho₁: There is no significant relationship between self efficacy and metacognition

Ho₂:    There is no significant relationship between metacognition and student performance

Ho₃: There is no significant relationship between self efficacy and student performance

Ho₄: There is no significant relationship between self efficacy and undergraduate career aspiration?

1.6 Scope of the Study

The scope of this study  covered undergraduates in Biology Education Department of Tai Solarin University of Education Ijagun, Ogun state .The study made  use of 200 undergraduates i.e 50 undergraduates  were  randomly selected from 100 to 400 level in Tai Solarin University of Education Ijagun, Ogun state.    

1.7 Limitation of the Study

Some problems anticipated in the course of this study include: time, financial constraint, dearth of materials, e t c. However efforts were made to prevent these limitations from having any negative effects on this study.

1.8 Significance of the Study

This study will be significant to learning by providing an instructional approach which emphasizes the development of thinking skills and processes as a means to enhance learning.  In addition, the study will enable students to become more strategic, self-reliant, flexible, and productive in their learning endeavors as biology students. 

  Also it will expose the need for education administrators to provide the needed fund for education and provide adequate instructional / institutional facilities for universities in Nigeria. This study will also inform teachers on the need to be professionally qualified, add more to their experience, attend seminars, share experiences and be ahead of their student.  It will likewise assist in establishing corrective measures. The teacher can have a major impact on learners’ motivation and attitude towards thinking about thinking. As such, the skills involved in establishing a positive classroom climate will be enhanced.

Conclusively the study will be of benefits the society (nation /society) by  providing knowledge with insight about the cognitive processes involved in learning and what differentiates successful students from their less successful peers. It will also hold several implications for instructional interventions, such as teaching students how to be more aware of their learning processes and products as well as how to regulate those processes for more effective learning.

1.9 Definition of Terms

Metacognition:   activity of monitoring and controlling one’s cognition.

Self efficacy:   the extent or strength of one’s belief in one’s own ability to complete task and reach goals.

For the full project: email > elixirbbq.com or call 08033956076 . WhatsApp - 08033956076 .
facebook- elixir research solution . address . 45 caterpillar junction Adefisan Ijebu ode. Plot 91 . Ring Road , Iyana Adeoyo , Ibadan for full details.