Effect of Process-Oriented Guided Inquiry Learning on Metacognitive Skills and Performance in Geometry among Secondary Students in Kaduna State, Nigeria

Source abstract

This study examined the effect of Process-Oriented Guided Inquiry Learning (POGIL) on metacognitive skills and performance in geometry among secondary school students in Kaduna State, Nigeria. A quasi-experimental design was employed, involving 131 SS2 students from two public senior secondary schools in Zaria Educational Zone. The experimental group (n=62) were taught geometry using POGIL, while the control group (n=69) were taught lecture method. Data were collected using the Geometry Performance Test (GPT) and Metacognitive Skills Inventory (MSI), validated and tested for reliability (α = 0.84 and 0.85 respectively). Data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA) at 0.05 significance level. The experimental group showed significantly post metacognitive skills scores (M=57.29, SD=15.20) than in the control group (M=42.97, SD=9.52). Similarly, the experimental group reveals a significantly higher post-test scores (M=55.29, SD=19.06) compared to the control group (M=39.12, SD=13.61) in geometry performance. POGIL demonstrates positive effects on students' geometry performance and metacognitive skills at F(1, 128) = 40.21, p < .001. In addition, the findings reveals a significant effect of POGIL on students' Post-Performance scores, at F(1, 128) = 31.061, p < .001. The findings, reveals no significant gender differences were found in either metacognitive skills, or performance scores. This results shows that POGIL is gender friendly. The findings support the adoption of inquiry-based pedagogical approaches.