The use of metacognitive interventions to enhance secondary students’ metacognitive capabilities and their achievements in science

Abstract

This action research study was designed to conduct and evaluate the effectiveness of a repertoire of interventions in three cycles to enhance secondary students’ metacognitive capabilities and achievement in science. Generally, the research findings from quantitative data suggested no significant gains whereas the qualitative data suggested gains in metacognitive strategies only for high and average achieving students. Students’ achievements in science tests were greater for content knowledge than explanations.