ASSESSMENT OF THE EFFECTIVENESS OF METACOGNITION AND TIME-MANAGEMENT STRATEGIES ON STUDY BEHAVIOUR OF SECONDARY SCHOOL STUDENTS IN OSUN STATE, NIGERIA

Abstract

The study investigated the study behaviour of secondary school students in Osun State, Nigeria and determined the 
effect of Metacognition Strategy (MS) and Time-Management Strategy (TM) on the students’ study behaviour.. The 
study employed the pre-test post-test control group experimental design. The population comprised all senior 
secondary school students in Osun State during the 2022/2023 academic session. A school was selected for the study 
using the purposive sampling technique. The school population comprised 410 students from which 164 students 
were selected. 66 students that manifested very poor study behaviour were selected for participation in the treatment 
programme. An instrument titled Study Behaviour Inventory (SBI) was used to collect pretest and posttest data for 
the study. The instrument was tested for validity and reliability. Data collected were analyzed using inferential 
statistics such as t-test and Analysis of Covariance (ANCOVA). Findings revealed that the efficacy of metacognitive 
strategy training in enhancing the study behaviour of students was significant. Also, a significant effect of time 
management strategies in improving study behaviour was discovered. The study concluded that metacognition and 
time-management strategies were effective strategies for improving secondary school students' study behaviour but 
time-management strategy was more effective than metacognition strategy in improving students, study behaviour.