Education And Morality In Africa
Augustus A. Adeyinka Professor ; Fibainmine G. Paulley, Ph.d
Multidisciplinary Journal of Science, Technology and Vocational Education (M-JOSTEVE) Volume 6, Number 1, Available online in 2018. Pages : 94 - 103
Publication No.: M-JOSTEVE-2018-41
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This paper examines the major concepts in education and morality in Africa, focusing on the moral education of the African child. This is with particular reference to the childs obligations and duties to self, family, local community and the nation. The point is emphasised that much of what we call education today is no more than schooling, which focuses mainly on literacy and numeracy. In other words, we learn to read and write and calculate in schools, but we are educated in the wider society. Most products of the educational institutions in Africa today could not claim to be educated, in the sense that we are defining education in this paper, because they fall short of the moral expectations of the society in which they live. On the other hand, most of the Africans who have never been to school behave better at home and in the community in which they live. So, they are educated, in the sense that Isocrates, the Greek philosopher, and the writers of the African indigenous Education for the African child, have used the word education. The politicisation of institutionalised education in post-colonial Africa has led to an explosion in the schooling process, a high turnout of unemployed youths, and a questionable abandonment of the major values of indigenous education. It is recommended that in the new millennium, what is good in African indigenous education should be synthesised with the valuable aspects of Western culture. This would ensure that we move closer to the standard of morality and life in the indigenous African education system.
Effect Of Jigsaw-based Learning Technique On Retention Ability Of Secondary School Students In Cell Biology In Bauchi Metropolis
Abdullahi A. C.; Zayum S .d
Multidisciplinary Journal of Science, Technology and Vocational Education (M-JOSTEVE) Volume 6, Number 1, Available online in 2018. Pages : 127 - 136
Publication No.: M-JOSTEVE-2018-44
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The study investigated the effect of jigsaw-based learning technique on retention ability of secondary school students in cell biology in Bauchi metropolis. The study had two objectives, two research questions and two null hypotheses. Quasi experimental pretest-posttest non-equivalent control group design was employed for the study. The population of the study was all the 4,627 senior secondary school II students (SS II) offering Biology from the area of the study. Two schools were randomly selected out of the 287 Senior Secondary Schools in the metropolis with a total of 119. The two schools were randomly assigned to Control and Experimental group. Sixty four (64) students formed the experimental group and fifty five (55) constitutes the control group. The Cell Biology Achievement test (CBAT) of 30 multiple choice questions was used for data collection. Four experts validated the instrument (CBAT) in terms of face and content validity. The item which was pilot tested with 49 SSII Students from a public secondary school in Azare metropolis gave reliability coefficient of 0.87. The groups were subjected to teaching of cell biology (cell division) for three (3) weeks using jigsaw for experimental group and lectures for control group. Both the Experimental and the Control group were post-tested immediately after administering the treatment. Three weeks after the post-test, the students were re-tested in order to obtain the achievement and retention performance/scores of the students. Data collected were analyzed using mean score to answer the research questions and t-test to test the null hypotheses at 0.05 level of significance. The study demonstrated that students that adopted jigsaw learning strategy have high retention ability as compared to those in conventional method. It was therefore concluded that the use of jigsaw learning strategy would help to improve the retention ability of students in biology. Based on this, it was recommended that in teaching difficult concepts in Biology, teachers should develop a paradigm that shift from lecture method which is teacher centered to Jigsaw learning strategy which is more of students’ centered.
Effect Of Ethno-mathematics Teaching Approach On Senior Secondary School Students Academic Achievement In Mathematics In Adamawa State
Fasasi K. M. Ph.d; Daniel Yohanna
Multidisciplinary Journal of Science, Technology and Vocational Education (M-JOSTEVE) Volume 6, Number 1, Available online in 2018. Pages : 156 - 165
Publication No.: M-JOSTEVE-2018-47
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This study investigated the effect of ethno-mathematics teaching approach and gender on students academic achievement in mathematics in Mubi Education Zone of Adamawa state. A sample size of 313 Senior Secondary School 2 students was used. Quasi-experimental design was adopted for the study. Data were collected using Mathematics Achievement Test (MAT) instrument. Two research questions and two hypotheses were used to guide the study. Mean and standard deviations were used to answer the research questions while the hypotheses were tested at 0.05 level of significance using a 2-way Analysis of Covariance (ANCOVA). Results (F = 19.669, df = 1, P = 0.00) revealed that students exposed to ethno-mathematics teaching approach achieved higher than those taught with lecture method. The study also revealed that gender of students had no significant effect on students’ academic achievement in mathematics. The study recommended amongst others that mathematics teachers should incorporate and use ethno-mathematics teaching approach.
Electrical Power And Instrumentation Skills Acquired By Graduates Of Electrical Engineering Programme Of Polytechnics In Bauchi And Yobe States, Nigeria
Emmanuel Vandi Mbaga; Mohammed Bashir; Mallam El-jajah Garba
Multidisciplinary Journal of Science, Technology and Vocational Education (M-JOSTEVE) Volume 6, Number 1, Available online in 2018. Pages : 166 - 187
Publication No.: M-JOSTEVE-2018-48
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This study determined the electrical power and instrumentation skills acquired by graduates of Electrical Engineering Technology Programme of Polytechnics in Bauchi and Yobe States. Two research questions and two null hypotheses guided the study. The study adopted a descriptive survey design. The population for the study comprised of seventy five (75) diploma graduates of electrical engineering programme from Polytechnics in Bauchi and Yobe State and thirty two (32) workplace-based supervisors. The instrument used for data collection was a structured questionnaire titled ‘National Diploma Electrical Engineering Graduates Skills Acquired Questionnaire (NDEEGSAQ)’. The instrument was validated by 3 lecturers in the Department of Electrical Technology Education and later trial-tested on holders of National Diploma in Electrical Engineering currently in the employment of Yola Electricity Distribution Company and Adamawa State Water Board. Cronbach Alpha formula was used to determine the reliability index of the instrument which yielded 0.74. Data obtained was analysed using SPSS. Mean and standard deviation were used for answering the research questions while z–test was used to test the hypotheses at 0.05 level of significance. Findings of the study revealed that graduates of Electrical Engineering Programme of Polytechnics moderately acquired skills in electrical instrumentation and in electric power systems. It was recommended among others that there should be emphasis on on-the-job training in order to improve the skills of the graduate for overall productivity.
Effect Of Concept Mapping Instructional Strategy On Academic Achievements Of Students??(tm) In Biology In Senior Secondary Schools In Adamawa State, Nigeria
Maxwell Manason; Joda Fatima Muhammed Ph.d.
Multidisciplinary Journal of Science, Technology and Vocational Education (M-JOSTEVE) Volume 7, Number 1, Available online in 2019. Pages : 14 - 29
Publication No.: M-JOSTEVE-2019-51
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This study investigated the Effect of Concept mapping instructional Strategy on Academic Achievements of Biology Students in Senior Secondary Schools in Adamawa State. Two research question and three null hypotheses guided were formulated tested at 0.05 level of significance. The study was quasi experimental a pre-test post-test non ??“ equivalent and control group design. The population of the study was 19631 SS II biology students. The sample for the study consisted of 181 SS II Biology students from two Education Zones of Adamawa State. The two zones are Numan and Yola education zones. The two intact classes were randomly selected and assigned to experimental and control groups. The Biology Achievement Test (BAT) was adapted from WAEC Biology past question papers of 2005-2015. The items of these instruments were also subjected to face and content validity. The reliability of the instruments was established using Kudar-Richardson formula (KR-21). The reliability co-efficient obtained was 0.79. The research questions were answered using Mean and Standard Deviation, while the Hypotheses were tested using ANCOVA. The findings of the study were as follows, Concept mapping strategy has statistical significant effect on students??(TM) academic achievement in biology. Concept mapping instructional strategy has statistical significant effect on lecture teaching method on students??(TM) academic achievement in Biology. Concept mapping instructional strategy has statistical significant effect on male and female students??(TM) academic achievement in Biology. It was recommended that Biology teachers should incorporate concept mapping instructional strategy in teaching Biology in the classroom so as to facilitate the learning of Biology concepts.
Effects Of Two Teaching Methods On Students??(tm) Motivation And Academic Achievement In Motor Vehicle Mechanics Work In Technical Colleges In Adamawa State Nigeria
Kumazhege Stephen Zira Phd
Multidisciplinary Journal of Science, Technology and Vocational Education (M-JOSTEVE) Volume 7, Number 1, Available online in 2019. Pages : 30 - 47
Publication No.: M-JOSTEVE-2019-52
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This study investigated the effects of edutainment teaching method vis-? -vis the traditional chalk-talk instructional methods on students??(TM) motivation and academic achievement in motor vehicle mechanics work in science and technical colleges. A randomized subject pre-test, posttest true experimental research design was employed for the study. The population of the study was 50 NTC II MVMW students of the two Government Science and Technical Colleges of Adamawa State that offer MVMW as a trade subject. The sample was 27 NTC II MVMW students. Instruments used for the study were MVMW Achievement Test Prepared from past NABTEB NTC examination and Motivation Strategy for Learning Questionnaire (MSLQ). The MSLQ was pilot tested and a reliability coefficient of 0.83 was found. The study had three groups; two experimental and one control. The experimental groups were taught using audiovisual and visual edutainment software, as a medium of instruction, while the control was taught using chalk-talk lecture method for a period of six weeks. After the treatment, post-tests using the two instruments were administered to the subjects to determine their level of motivation and achievement. Scores obtained from the MVMW Achievement Test and MSLQ were analysed using mean to answer research questions, while the hypotheses were tested using ANOVA, ANCOVA and Scheffe??(TM)s Post Hoc Test. The findings revealed among others that treatment had significant effect on achievement and motivation of students in MVMW. Audiovisual edutainment proved to be better than visual edutainment and chalk-talk method respectively. The chalk-talk method of instruction had little effect on the students??(TM) motivation and achievement. Visual edutainment had little effect on students??(TM) achievement but high effect on motivation. The audio-visual edutainment had high effect on the students??(TM) achievement and motivation. It was therefore recommended that, teachers should be trained and encouraged to develop and use audio-visual edutainment teaching method, because of its appropriateness in the teaching of abstract skills in MVMW.
Effects Of Cognitive Style, Test Instrument Type And Locus Of Control On Students Academic Performance In Basic Science And Technology In Secondary Scools In Borno State
Ibrahim S.; Bwala Yakubu Bukar; Ali R.b
Multidisciplinary Journal of Science, Technology and Vocational Education (M-JOSTEVE) Volume 7, Number 1, Available online in 2019. Pages : 136 - 149
Publication No.: M-JOSTEVE-2019-59
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This study investigated the effects of cognitive style, test response mode and locus of control on student??(TM)s academic achievements in junior secondary school basic science and technology using casual-comparative research of an expost-facto design. The sample consists of 200 junior secondary school year two students drawn from five randomly selected junior secondary schools in Biu educational zone, Borno State, Nigeria. Four instruments were used for data collection namely: Group Embeded Figure Test (GEFT), Locus of Control Scale (LCS), Basic Technology Achievement Test (BTAT) and Basic Science Achievement Test (BSAT). Data were analyzed to compute mean, standard deviation and Z-values. Results showed that there was a significant effect of cognitive style on students??(TM) achievement in (i) basic science (ii) basic technology. Field independent students performed better than field dependent students. For test response mode, students performed better in multiple-choice objective test than in constructed response test in each of the school subjects investigated. Also, there was a significant effect of locus of control on students??(TM) achievement in (i) basic science (ii) basic technology in favour of the internal locus of controls who recorded higher mean scores than the external locus of controls. Thus, recommendation based on the findings were made, amongst them are: Basic science and technology teachers should be implored to embrace effective teaching in the classrooms as a means for better students??(TM) achievement in science and technology.
Effect Of Gender On Students??(tm) Academic Performance In Financial Accounting In Senior Secondary Schools, Adamawa State
Babangida Haruna (maben); Dhalum Nicholas Cigar
Multidisciplinary Journal of Science, Technology and Vocational Education (M-JOSTEVE) Volume 8, Number 1, Available online in 2020. Pages : 1 - 21
Publication No.: M-JOSTEVE-2020-67
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The study was carried out to determine the effects of Gender on academic performance of secondary school students in Financial Accounting in Adamawa State. Three specific purposes, three research questions and three null hypotheses guided the study. The study adopted a quasi-experimental design, using pre-test, post-test non-equivalent control group. Seven hundred and twenty five students offering Financial Accounting in Senior (SSII) Secondary Schools in Yola metropolis, Adamawa State formed the population of the study. From the population of the study, A sample size of 146 students were purposively selected for the Study. Three senior secondary schools were randomly assigned to experimental groups and control group. Aliyu Musdafa College, Yola (SSII experimental group I ) were taught using Socratic method, Government Day Secondary School, Yola Town (SSII experimental group II ) was thought using demonstration method and Government Day Secondary School Doubeli (SSII control group ) was taught using conventional Lecture method. The data collection period lasted for 4 weeks. The instrument for data collection was a 50-item ??~Financial Accounting Achievement Test??(TM) (FAAT) from West African Examination Council (WAEC) and National Examination council (NECO) of 2006 to 2016 selected and arranged by the Researchers based on the topic (manufacturing Account) and validated by three experts in Business Education (Accounting). A trial test of the instrument was conducted at Government Day Secondary School Muhammad Nya, Jalingo, Taraba State on forty senior secondary school (SS II) Students offering Financial Accounting in the school. Using Kuder Richardson 20 (K-R20) formulae, a reliability coefficient of 0.83 was obtained which is highly reliable. Research questions were answered using mean and standard deviation, while the hypotheses were tested using analysis of covariance (ANCOVA), at 0.05 level of significance. The results of the study revealed that Socratic and demonstration methods had significant effect on students??(TM) performance than conventional lecture method. Among the recommendations made was that, efforts should be intensified by teachers to aggressively adopt Socratic method in teaching Financial Accounting.
Effects Of Programmed Instruction And Questioning Teaching Methods On Business Studies Students??(tm) Academic Performance In Public Junior Secondary Schools In Adamawa State, Nigeri
Muhammed Modibbo Buba (ph.d)
Multidisciplinary Journal of Science, Technology and Vocational Education (M-JOSTEVE) Volume 8, Number 1, Available online in 2020. Pages : 22 - 41
Publication No.: M-JOSTEVE-2020-68
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The study examined the effects of programmed instruction and questioning teaching methods on business studies students??(TM) academic performance in public junior secondary schools in Adamawa state, Nigeria. Three specific purposes followed by three research questions were formulated to guide. Similarly, three null hypotheses were also formulated and tested at 0.05 level of significance. Pretest, post-test non-equivalent group, quasi-experimental research design was used for the study. The population of the study comprised all the 145,204 junior secondary school II business studies students in 506 public junior secondary schools in Adamawa state. Purposive sampling technique was used to select a sample size of 201 students for the study. The instrument for data collection was a researcher constructed Business Studies Achievement Test (BSAT) which was validated by three experts from the Department of Vocational Education, Modibbo Adama University of Technology, Yola and Ahmadu Bello University, Zaria. A
reliability co-efficient of 0.72 was obtained for the instrument using Kuder-Richardson (KR20).Mean was used for research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings revealed that students taught business studies using programmed instruction and questioning teaching methods performed better with higher post-test scores than those taught using conventional teaching method. All the three null hypotheses were rejected. Based on the findings of the study, it was concluded that the two teaching methods have the potential to improve students??(TM) academic performance in business studies. The researcher therefore, recommended among others that business studies teachers should use programmed instruction and questioning teaching methods to teach business studies for enhanced students??(TM) academic performance in business studies. School administration and stakeholders in education should provide adequate training and resources needed to employ the two teaching methods for teaching business studies.
Effects Of Concept Mapping And Computer Simulation Teaching Strategies On Student??(tm)s Academic Achievement In Environmental Concepts In Chemistry
Jack Gladys Uzezi (phd) ; Gamnjoh Dennis Deya
Multidisciplinary Journal of Science, Technology and Vocational Education (M-JOSTEVE) Volume 8, Number 1, Available online in 2020. Pages : 42 - 58
Publication No.: M-JOSTEVE-2020-69
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This study investigated the effects of Concept mapping and Computer simulation teaching strategies on Chemistry students??(TM) academic achievement in Environmental Concepts. Quasiexperimental design was used for the study. A sample of 230 Chemistry students from four intact classes were randomly selected from government grant-aided Secondary School two (SS2) during the 2018/2019 academic session in Jalingo Education Zone, Taraba State. Environmental Concept Achievement Test (ECAT) with reliability index of 0.92, was used for data collection. The data were analyzed using mean, standard deviation, t-test and Analysis of Covariance (ANCOVA). The findings revealed that there is a significant difference in the mean achievement scores of students taught environmental concepts in chemistry using Concept mapping, Computer simulation and Conventional method. However, findings on gender revealed that there is no statistically significant difference in the mean achievement scores of male and female students taught environmental concept in chemistry using Concept mapping and Computer simulation. Based on the findings, it is evident to conclude that the use of Concept mapping and Computer simulation teaching strategy enhances performance of students in chemistry than the conventional method of teaching. It is therefore recommended that pre-service and in-service teachers should be trained and encouraged to use Concept mapping and Computer simulation teaching strategies since they are gender-
friendly and improved academic achievements of students in chemistry.
Effect Of Guided Discovery Teaching Method On Agricultural Science Students??(tm) Performance In Senior Secondary Schools Of Adamawa State, Nigeria
Daniel H. K. Phd ; Newton B
Multidisciplinary Journal of Science, Technology and Vocational Education (M-JOSTEVE) Volume 8, Number 1, Available online in 2020. Pages : 87 - 99
Publication No.: M-JOSTEVE-2020-72
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This work examines the effect of Guided discovery teaching method on agricultural science students??(TM) performance in senior secondary schools of Adamawa state, Nigeria. The study adopts the quasi-experimental research. a pre-test and post-test equated groups; quasiexperimental groups was subjected to treatment using guided discovery method of teaching comprising 60 male and 40 female agricultural science students of SS II. Pretest was used to assess the initial difference in the two experimental groups and post-test was given to both groups immediately after the treatment to ascertain their academic performance. The instrument used for this study is Agricultural Science Performance Test (ASAT). ASAT consists of 40 multiplechoice objective questions that were developed. 20 Multiple choice objective questions were derived from: Pasture and forage crops and the other 20 Multiplechoice objective questions was derived from: Plant nutrients and Nutrient cycles. The 40 multiple choice questions items was developed from WAEC and NECO agricultural past question papers from 2014-2018. The data obtained were analyzed using Mean, Standard deviation, to answer the research questions and the ANCOVA was used to test the hypotheses. The results indicated that
Guided discovery teaching method had significant effect on students??(TM) academic performance. The finding of the study further revealed that there is significant interaction effect of Guided discovery method and gender on students??(TM) academic performance.
Effects Of 4mat Instructional Strategy On Academic Achievement, Retention And Motivation Of Colleges Of Education Students In Business Mathematics In North-western Nigeria
Aliyu M.b; Adamu I.; Bashir A. U.
Multidisciplinary Journal of Science, Technology and Vocational Education (M-JOSTEVE) Volume 9, Number 1, Available online in 2021. Pages : 20 - 33
Publication No.: M-JOSTEVE-2021-83
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The study determined the Effects of 4MAT instructional strategy academic achievement, retention and motivation of colleges of education students in business mathematics in in North-Western Nigeria. The study was guided by four purposes which were translated to four research questions and four null hypotheses. The study adopted Quasi experimental research design. The population of the study was 790 students that offered business mathematics in 2018/2019 academic session in the study area. The sample for the study was two intact classes of 373 students that randomly selected form the sampled schools. Two instruments namely; Business Mathematics Achievement Test and Motivation Scale which were both developed by the researchers were used for data collection. The instruments were validated and pilot tested on business education students from federal college of education Zaria, Kaduna state. The result of the pilot study was used to compute the reliability of the study. Test-retest method of establishing reliability was used. Pearson Product Moment Correlation formular was used to compute the reliability index of 0.86. The difficulty and discriminating index stood at 0.56 and 79% respectively. The reliability coefficient of motivational scale was 0.83 using Cronbach Alpha. Data collected were analyzed using mean score, standard deviation and mean difference to answer the research questions while t-test was used to analysed the null hypotheses at the 0.05 level of significance; all the analyses were carried out using Statistical Package for Social Science IBM version 23. The result indicated that 4MAT instructional strategy was found more effective than the conational instructional strategy used on the academic achievement, retention and motivation of colleges of education students in business mathematics. The study concluded that the use of 4MAT instructional strategy has helps in improving students learning in business mathematics in colleges of education. Based on the findings, the study recommended that colleges of education lecturers should use the 4MAT instructional strategy in teaching their student in business mathematics.
Effects Of Concept – Mapping And Inquiry Teaching Strategies On Secondary School Students Academic Achievement In Geography Concepts, Adamawa State, Nigeria.
Murtala M; Adamu J.
Multidisciplinary Journal of Science, Technology and Vocational Education (M-JOSTEVE) Volume 9, Number 1, Available online in 2021. Pages : 70 - 80
Publication No.: M-JOSTEVE-2021-87
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The study investigated the effect of concept mapping with inquiry teaching strategies on senior secondary school students' academic achievement in Geography concepts, in Adamawa State, Nigeria. Two objectives were stated; two research questions in accordance with two specific purposes were formulated to guide the study. Similarly, two null hypotheses were stated and tested at 0.05 level of significance. A total of 190 SS II students were selected using purposive sampling techniques as the sample for the study. The study adopted the pretest, posttest nonrandomized, control group, Quasi – experimental design. Geography Achievement Test (GAT) was used for data collection and the reliability coefficients of 0.896 was calculated using split-half method and analyzed using Spearman Rank Order. Mean and Standard Deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 alpha level. The findings of the study showed that: there is significant difference between the academic achievement of students taught Geography using concept mapping, inquiry teaching strategy and those taught using traditional or conventional method in senior secondary schools in Adamawa state (F(189, 2) = 179.649, p < .05). There is no significant gender difference on senior secondary school students’ academic achievement in Geography when taught using concept mapping, inquiry teaching strategies and conventional teaching methods in Adamawa State (F(189, 2) = 0.764, p > 0.05). It is concluded that concept mapping and inquiry teaching strategies enhanced students’ academic achievement in Geography. It is also concluded the two strategies are gender friendly. Based on the findings, it was recommended among others that concept mapping and inquiry teaching strategies should be adopted for teaching Geography concepts in secondary schools as it involves the students actively, which enhance students’ achievement.
Effects Of Metacognitive And Self-efficacy Teaching Strategies On Senior Secondary School Biology Students Academic Achievement In Adamawa State, Nigeria.
Gideon Mercy; R.o. Ugwuadu; Zulai Danladi Samaila ; Bitrus Mihasu Useni
Multidisciplinary Journal of Science, Technology and Vocational Education (M-JOSTEVE) Volume 9, Number 1, Available online in 2021. Pages : 108 - 129
Publication No.: M-JOSTEVE-2021-90
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This study investigated the effects of metacognitive and self-efficacy teaching strategies on senior secondary school biology students’ academic achievement in Adamawa State, Nigeria. Three research questions andseven null seven hypotheses guided the study. The study adopted the pre-test, post-test, non- equivalent control group, Quasi-experimental research design involving a 3x2x1 factorial matrix. The population was 24,960 SS II Biology students. The sample of the study was 184 students (85 males and 99 females) drawn from three schools. Two instruments were used for data collection namely the Biology Achievement Test (BAT) and Student Self-Efficacy Questionnaire (SSEQ). Kuder-Richardson formula (KR-21) and Cronbach Alpha method were used to determine the reliability efficient of BAT and SSEQ. The reliability coefficient of 0.81 and 0.78 were obtained for BAT and respectively SSEQ. The Research questions were answered using Mean and Standard deviation. Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study showed that there was significant difference between metacognitive strategy and lecture method on biology students’ academic achievement in favour of metacognitive strategy (0.001). There was no significant difference between male and female students taught biology with metacognitive strategy and lecture method (0.061). There is significant difference between high self-efficacy and low self-efficacy students taught biology with metacognitive strategy and lecture method in favour of high self-efficacy students (0.019). There is no significant interaction effect of treatment and self-efficacy on students’ achievement in biology (0.079). There is no significant interaction effect of treatment and gender on students’ achievement in biology (0.200). There is no significant interaction effect of self-efficacy and gender on students’ achievement in biology (0.965). There is no significant interaction effect of treatment, self-efficacy and gender on students’ achievement in biology (0.924). It was recommended among othersthat there is need to empower students’ metacognitive skills in order to improve their academic abilities. Metacognitive teaching strategies should be developed in biology teachers to improve metacognitive attitudes and knowledge as well as skills.