EFFECT OF META COGNITIVE QUESTIONING TECHNIQUES ON SECONDARY SCHOOL STUDENTS’ CRITICAL THINKING SKILLS IN PHYSICS IN JOS NORTH L.G.A OF PLATEAU STATE, NIGERIA.

Abstract

This study explores the impact of metacognitive questioning techniques on the critical thinking skills of secondary school physics students. Using a quasi-experimental design, 45 students were divided into an experimental group (n=24) and a control group (n=21). The experimental group received instruction incorporating metacognitive questioning techniques, while the control group received traditional instruction. Pre- and post-tests were administered to measure critical thinking skills. The ANCOVA results revealed a significant effect of the intervention on the post-test scores of the experimental group (F (1, 42) = 38.41, p < .001), indicating that metacognitive questioning techniques significantly enhanced students’ critical thinking skills. Based on these findings, the study recommends integrating metacognitive questioning techniques into the physics curriculum, providing continuous professional development for teachers, encouraging regular student reflection, utilizing technology to support metacognitive practices, conducting further research on the long-term effects, and applying these techniques across different subjects to foster critical thinking.