Metacognitive Strategies on Classroom Participation and Student Achievement in Senior Secondary School Science Classrooms.

Teachers constantly face the challenges of the most effective methods of instruction that could enhance academic achievement and match the diversity among students. This study therefore aimed at examining the effects of metacognitive strategies on classroom participation and student achievement in Senior Secondary School Science classrooms. One research question and hypothesis guided the study. The design for the study was a quasi+experimental design involving 3 intact groups namely two tre atment groups:+ Think –Pair+Share (TPS) strategy and the Metacognitive Ques tions (MQ) and a control group. The study lasted for 11 weeks. The sample comprised of 24, 22 and 21 subjects for control, TPS and MQ respectively. A researcher made achievement test in the topic+density was used to measure achievement in the 3 groups. The research question was answered using descriptive statistics as in mean and standard deviation while the