META-COGNITIVE INSTRUCTIONAL STRATEGY FOR IMPROVING STUDENTS’ PHONOLOGY AND SPELLING IN AN ARTIFICIAL INTELLIGENCE AGE

Abstract

The paper investigated the effect of meta-cognitive instructional strategy on students’ phonology and spelling among in Ekiti State. Two research hypotheses were generated for the study. Attempts were made to look at copious literature as a source of justifying the essence of this study. The study adopted pre-test post-test, control group quasi experimental design. A total of one hundred and forty students drawn from four schools in Ekiti formed the sample. In each school, 35 students were selected. Two schools were used for experimental (one rural, one urban) and two schools (one urban, one rural) for control group. The only instrument used for the study was titled Vocabulary Achievement Test (VAT). The VAT was validated. Test- retest techniques were used to determine it reliability which yielded 0.9 reliability coefficient at 0.05 level of significance. The result showed that students exposed to metacognitive instructional strategy performed significantly better than those who were taught using the conventional method. It was revealed that the strategy taught students how to become a strategic thinker by processing their thought. As a result of these findings, it was recommended that teachers should encourage students to develop their thinking skill. They should adopt meta- cognitive strategy to teach English vocabulary in the areas of phonology and spelling.