Enhancing Retention and Performance in Numeracy Concepts through Meta-cognitive Training in Computer-mediated Classrooms

Abstract

This study determined the effects of meta-cognitive training on pupils' retention of learned numeracy concepts in computer-mediated classrooms. Pretest-posttest control group experimental design was adopted. The population comprised primary school pupils in Osun State while the sample comprised 39 primary three pupils from two schools in two educational zones of the State. Purposive sampling method was used based on availability of computer facilities in the selected schools. This research made use of three instruments which are: Pupils' Achievement Test on Numeracy (PATON,) Computer Numeracy Instructional Package for Primary School Children (CNIP2SC) and One treatment instrument which is Meta-cognitive Training Manual (MCTM). Data obtained were analyzed using Analysis of Covariance (ANCOVA). Results indicated that meta-cognitive training enhances pupils' performance in numeracy in a computer-mediated classroom (F = 1.20; p<0.05). Furthermore, meta-cognitive training also enhances retention of learned numeracy concepts of the learners (F = 6.64; p<0.05). In addition, sex, which was used as a moderating variable, did not have a significant effect on the performance of pupils. (F = 2.16; p>0.05).The study concluded that meta- cognitive training did enhance performance and retention of the pupils in computer-mediated classroom. It, therefore, recommended that teachers should be encouraged to use meta-cognitive training as a strategy in teaching numeracy.