CONTRIBUTION OF COGNITIVE LEARNING STRATEGY COMPONENTS TO STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS

This study aimed to investigate the usage of cognitive learning strategy components (in-depth study, pre-expository effort, wide-range of study, rehearsal and organization) by secondary school students as well as their contribution to academic achievement of students in Mathematics. To carry out the study, two (02) research questions were raised and hypothesized. A correlation research design was adopted and all senior secondary school (SS 2) students in Benin City made up the population and a sample size of 140 students was used. Simple random sampling technique was employed. A questionnaire titled Mathematics Cognitive Learning Strategies Scale (MCLSS) with reliability co-efficients of .78, .82, .80, .52 and .59 for in-depth study, pre-expository effort, wide-range of study, rehearsal and organization respectively and .89 for the entire scale was used for data collection. Mathematics scores of students for the 2018/2019 third term results were standardized using Z and T scores to allow for comparison. The data obtained from the questionnaire and the Mathematics standardized scores were analyzed. Hypothesis 1 was tested using one sample t-Test while hypothesis 2 was tested using linear regression. Findings show that students significantly make use of the five (05) Cognitive strategy components to enhance their Mathematics learning and that cognitive learning strategy components together contributed significantly to enhance academic achievement of students in Mathematics. However, rehearsal learning strategy contributed most to achievement in Mathematics. Based on the findings, it was recommended among others that Students should be encouraged to engage the use of rehearsal learning strategy to enhance their Mathematics learning as rehearsal strategy reduces Mathematics anxiety.