ASSESSING THE EFFECTIVENESS OF METACOGNITIVE SCAFFOLDING IN ENHANCING LEARNERS' AGENCY AND AUTONOMY IN NIGERIAN SECONDARY SCHOOLS
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Abstract
Metacognition is the process of thinking about one's own thinking. It involves awareness of one's own cognitive processes, such as planning, monitoring, and evaluating one's own learning. Agency is the ability to act independently and make one's own choices. Autonomy is the ability to self-govern and be self-directed. Metacognitive scaffolding can help to enhance learners' agency and autonomy by providing them with the tools and support they need to take control of their own learning. This study investigated the effectiveness of metacognitive scaffolding in enhancing learners' agency and autonomy in secondary students in Nigeria. The study involved an intact group of 100 students in senior secondary class Two selected through a simple random technique. The students were randomly assigned to either the treatment group or the control group with each having 61 and 39 students respectively. The treatment group received metacognitive scaffolding in the form of think-alouds, self-monitoring, and self-assessment. Test –retest method was used to assess the students. The instruments were administered first before the administration of the treatment, while it was readministered six weeks after the treatment. The students in the treatment group were taught how to use metacognitive strategies to improve their learning, while the control group did not receive any metacognitive scaffolding. The results of the study showed that the experimental group, which received metacognitive scaffolding, outperformed the control group on measures of agency and autonomy. The findings of this study suggest that metacognitive scaffolding is an effective way to enhance learners' agency and autonomy.
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