Assessment of the Effect of Metacognitive Scaffolding on Academic Anxiety of Senior Secondary School Students
Assessment of the Effect of Metacognitive Scaffolding on Academic Anxiety of Senior Secondary School Students.
ABSTRACT
This study assessed the effect of metacognitive scaffolding on academic anxiety of senior secondary school students in Zaria Metropolis, Nigeria. A Quasi-experimental design, involving pretest-posttest without a control group was adapted for the study.
Two co- educational schools were randomly selected that served as the treatment groups, Purposive sampling technique was used in selecting the sample population of twenty (20) students with high rate of academic anxiety out of a total population of 194 senior Secondary School students within the metropolis.
The treatment groups were exposed to metacognitive scaffolding strategies of planning, monitoring and evaluation for the period of eight weeks. The instrument used for data collection was Academic Anxiety Rating Scale (AARS).
Hypotheses one, two and three were tested using paired t-test, while hypothesis four was tested using analysis of covariance (ANCOVA).
The findings of the study revealed that; Significant difference existed in the effect of metacognitive scaffolding on worry problem of academic anxiety among Senior Secondary School Students in Zaria Metropolis (t = 11.650; P = 0.002),
Significant difference existed in the effect of metacognitive scaffolding on Concentration problem of academic anxiety among Senior Secondary School Students in Zaria Metropolis (t = 7.401; P = 0.011),
Significant difference existed in the effect of metacognitive scaffolding on memory problem of academic anxiety among Senior Secondary School Students in Zaria Metropolis (t = 9.012; P = 0.021),
TABLE OF CONTENT
Title page ii
Declaration Page iii
Certification Page iv
Dedication v
Acknowledgements vi
Abstract viii
Table of Contents ix
List of Tables xiii
List of abbreviations xiv
List of Appendices xv
Operational Definition of Terms xvi
CHAPTER ONE: INTRODUCTION
- Background to the Study 1
- Statement of the Problem 4
- Objectives of the Study 5
- Research Questions 6
- Research Hypotheses 6
- Basic Assumptions 7
- Significance of the Study 7
Scope and Delimitation of the Study 9
CHAPTER TWO: REVIEW OF RELATED LITERATURE
- Introduction 10
- Concept of Academic Anxiety 10
- Components of Academic Anxiety 17
- Symptoms of Academic Anxiety 20
- Worry problem 21
- Concentration problem 23
- Memory problem 26
- Characteristics of Academic Anxious Individual 29
- Factors Influencing Academic Anxiety 30
- Concept of Metacognitive scaffolding 34
- Metacognitive scaffolding strategies 45
- General Metacognitive scaffolding Skills 54
- Relationship between Metacognitive scaffolding and academic anxiety 59
- Theoretical Framework 61
- Flavell‘s Theory of Metacognition (1976) 61
- Vygotsky‘s Theory of Scaffolding (1978) 66
- Beck‘s Theory of Anxiety (1967) 72
- Freud‘ theory of Anxiety (1976) 76
- Review of Empirical Studies 78
- Summary 94
CHAPTER THREE: METHODOLOGY
- Introduction 96
- Research Design 96
- Population of the Study 97
- Sample and Sampling Techniques 97
- Instrumentation 98
- Validity of the Instrument 99
- Reliability of the Instrument 99
- Procedure for data Collection 100
- Procedure for Data Analysis 104
CHAPTER FOUR: RESULTS AND DISCUSSION
- Introduction 105
- Distribution of subject by Demographic Characteristics 106
- Hypotheses testing 107
- Summary of major findings 111
- Discussion 112
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
- Introduction 122
- Summary 122
- Conclusion 122
- Contribution to Knowledge 123
- Recommendations 124
- Suggestions for further studies 126
References 126
Appendices 144
INTRODUCTION
1.1 Background of the study
Academic Anxiety is a psychological state that is characterized by cognitive, behavioral and emotional components. Under the cognitive component of academic anxiety which is the basic concern of this study,
there are indices of worry, low concentration, low memory, Oversensitivity, difficulty solving problem, cognitive dysfunction and poor attributional style.
No two human beings, even identical twins can respond in the same way to the same situation or stimulus, this uniqueness make individuals differ from one another.
The differences among individuals may be with respect to their cognitive, behavioral, physical, psychological, sensory and many more areas of characteristics.
Sometimes these differences are to such an extent that people may deviate from the status considered as normal.
However, being different is not always negative but sometimes individuals are different from other individuals of the same life age due to functional loses in one or more areas in different proportions;
this may lead them to impairment which may result into disability, severe academic anxiety which is a disability in itself (McCarty, 2012).
REFERENCES
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Flavell, J. (1987). Speculations about the nature and development of Metacognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding(pp. 21- 29). Hillsdale, NJ: Lawrence Erlbaum.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum.
Freud, S. (1926). Inhibitions, symptoms and anxiety. 1975 In The standard edition of the complete psychological works of Sigmund Freud. London: Hogarth Press. fromhttp://ncrb.nic.in/cii2008/cii-2008/figure%20 at%20a%20glance.pdf
Gambrell, L., Morrow, L. & Pressley, M. (2007). Best practices in literacy instruction.(3rd) edition. New York, NY: The Guilford Press.
Ge, X. & Land, S. (2004). A conceptual framework for scaffolding ill-structured problem- solving processes using question prompts and peer interactions. Educational Research Technology and Development, 52, 1042-1629.
