Abstract:

The purpose of this study was to determine how the adoption of metacognitive strategy in jigsaw cooperative learning method influences students’ achievement in Biology. The study was carried out by following pre-test post-test experimental design with one control group and one experimental group. To guide this study, six hypotheses were stated and tested at 0.05 level of significance. A total of 70 students from Municipal Higher Secondary School, Tamilnadu, India were used as sample for the study. The tools Metacognitive Strategy Model on Achievement in Biology, Biology Achievement Test (BAT), Attitude Scale Towards Learning Biology (ASTLB) and Home Environment Inventory (HEI) were developed, validated and used. The results suggested that instruction in the metacognitive strategy improve the students’ biology achievement.

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