Investigating Students’ Meta-Cognitive Strategy and its Influence on their Writing Achievement: The Case of Grade 10 Students of Two Selected Secondary Schools in Shebedino Woreda

Research article

Abstract

The purpose of this study was to Investigate Students’ Meta-cognitive Strategy and its Influence on their Writing Achievement in the case of grade 10 students in the two selected secondary schools in Shebedino Woreda which are found in Sidama Region of Ethiopia. More specifically, to assess the extent of application of meta-cognitive strategies used in writing achievement; to identify how meta-cognitive influences on the students’ writing achievement and challenges of using metacognitive skills were the major ones. Descriptive survey research design was used in this study. To gather pertinent data from the sample participants, questionnaire and interview were used as data collection instruments. The researchers also used the simple random sampling technique to select 100 students from 1000 total population of the study in the two selected schools for questionnaire. On the other hand, 22 English language teachers were also taken with comprehensive sampling technique for the study. Both qualitative and quantitative data analysis methods were applied. Thus, the results of the study indicated that by practicing and applying meta-cognitive skills, students will become good writers, capable of handling different texts across a curriculum. Furthermore, there is a lack of attention to this aspect by teachers in the sample schools classroom. Hence, it is recommended that the effort should be geared to encourage English language teachers to consider the 'meta-cognitive reflection' activities in the classroom. They should also give due emphasis in assisting students to develop their meta-cognitive strategies in their writing activities.