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dc.contributor.authorWagaba, Francis
dc.contributor.supervisorProf. David Treagust
dc.contributor.supervisorDr A.L. Chandrasegaran
dc.date.accessioned2017-01-30T09:56:06Z
dc.date.available2017-01-30T09:56:06Z
dc.date.created2014-05-20T05:51:17Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/20.500.11937/959
dc.description.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.

dc.languageen
dc.publisherCurtin University
dc.titleThe use of metacognitive interventions to enhance secondary students’ metacognitive capabilities and their achievements in science
dc.typeThesis
dcterms.educationLevelScEdD
curtin.departmentScience and Mathematics Education Centre
curtin.accessStatusOpen access


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