METACOGNITIVE PROCESSES, MOTIVATION AND ACHIVEMENT ON TROUBLESHOOTING TASK OF RADIO TELEVISION ANDELECTRONIC WORKS STUDENTS IN TECHNICALCOLLEGES IN ANAMBRA STATE, NIGERIA

Raymond Onuoha; Christopher Okorieocha; Heart Ochu; Peterson Obionu

Authors

Onuoha Raymond Ikechukwu Department of Industrial Technology Education, College of Education, Michael Okpara University of Agriculture Umudike, Abia State, Nigeria Author
Okorieocha Christopher Ndudi Department of Industrial Technology Education, College of Education, Michael Okpara University of Agriculture Umudike, Abia State, Nigeria Author
Ochu Heart Omekagu Department of Industrial Technology Education, College of Education, Michael Okpara University of Agriculture Umudike, Abia State, Nigeria Author
Obionu Peterson Chinonyelum Department of Industrial Technology Education, College of Education, Michael Okpara University of Agriculture Umudike, Abia State, Nigeria Author

Keywords:

Metacognitive process, Motivation, Achievement, Troubleshooting Task, Radio Television , Electronic Works

Abstract

This study analysed the relationship between metacognitive process, motivation and achievement on troubleshooting tasks shown by Radio, Television and Electronic (RTV/E) Works year two students while solving troubleshooting tasks. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. The population of the study was 102 RTV/E works year two students of all the Technical Colleges in Anambra State, Nigeria. The instruments used for data collection were triple task procedure on troubleshooting tasks (TTPTT), troubleshooting task motivation questionnaire (TTMQ) and electronic students’ metacognitive achievement test (ESMAT). The instruments were validated by three experts, trial-tested and the reliability coefficients computed using Cronbach Alpha method for the TTPTT and TTMQ was found to be 0.84 and 0.87 respectively. The internal consistency reliability of the ESMAT was determined using Kuder-Richardson 20 (KR20) and was found to be 0.77. Data were analysed using Mean, Man Withney U Test and Kruskal Wallis Test. The findings revealed the usefulness of process-based measures to examine the metacognitive processes involved considering motivation and achievements and their possible moderating roles in these relationships.