Effectiveness of meta-cognitive strategies on achievement in creative writing among primary school pupils in Lagos State

Abstract

Studies have shown that meta-cognitive thinking skill is teachable and it is central to other skills such as problem-solving, decision making, critical thinking, and invaluable contribution to the learners’ competencies and achievements. The study aimed to investigate the effectiveness of Meta-Cognitive Strategies on Achievement in Creative Writing in primary schools. A sample of 62 pupils was selected for the study. The data were analyzed using mean, standard deviation, and mean difference. Analysis of Covariance (ANCOVA) was used to test the hypotheses formulated at a 0.05 level of significance. The results indicated that achievement in creative writing significantly differed as a result of teaching pupils with metacognitive strategies and traditional methods. It was recommended that metacognitive strategies should be incorporated as a teaching strategy during creative writing instructions in schools. Teachers should also be supported by giving them training that will facilitate effective lesson delivery using metacognitive strategies.   Keywords: Achievement; Creative Writing; Metacognitive; pupils; strategy.