Effect of Blended and Spaced Learning Strategies on Secondary School Students’ Metacognition in Reading Comprehension in Jalingo, Taraba State, Nigeria

Abstract

This study investigated the effect of blended and spaced learning strategies on SS II students’ metacognition in reading comprehension in Jalingo Local Government Area of Taraba State, Nigeria. The study was guided by two research questions while two null hypotheses were formulated and tested at 0.05 level of significance. The research design was true-experimental design with randomized pre-test, post-test. A sample of 80 students were selected and used for the study. Metacognition Self-Assessment Scale (MSAS) was used for data collection. The instrument yielded a reliability coefficient of 0.84. There were four groups in the study (three experimental groups and one control group) the experimental groups were taught reading using the computers while the control was taught using the conventional method. Descriptive statistics of mean and standard deviation were used to answer the research questions while inferential statistics of t-test was used to test the hypotheses at .05 level of significance. The findings of the study revealed a significant difference in the mean metacognition of students taught reading comprehension using blended and spaced learning and conventional learning strategies (t = 7.391 at df = 38; p = 0.000 < 0.05). The study concludes that blended and spaced learning strategies are effective teaching tool when integrated into classrooms for teaching of reading. Based on the findings, it was recommended among others that teachers of English language should consider adopting the use of blended and spaced learning strategies in other to improve students’ metacognition in reading comprehension.