A problem-based learning approach to develop metacognition and writing performance of Nigerian undergraduates

Writing is an essential language skill for undergraduates. However, many Nigerian undergraduates display various problems when writing in English. In order to develop writing skills, there is a need to develop metacognition as it influences writing.However, there is an absence of studies that explo...

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Main Author:	Aliyu, Muhammad Mukhtar
Format:	Thesis
Language:	English
Published:	2017
Subjects:	Writing - Technique Undergraduates - Nigeria
Online Access:	http://psasir.upm.edu.my/id/eprint/66980/1/FBMK%202017%2013%20IR.pdf
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spelling	my-upm-ir.669802019-02-18T01:58:15Z A problem-based learning approach to develop metacognition and writing performance of Nigerian undergraduates 2017-05 Aliyu, Muhammad Mukhtar Writing is an essential language skill for undergraduates. However, many Nigerian undergraduates display various problems when writing in English. In order to develop writing skills, there is a need to develop metacognition as it influences writing.However, there is an absence of studies that explore learning approaches to be used in developing students’ metacognition. Therefore, the aim of this study is to investigate the effects of a problem-based learning (PBL) approach on metacognition and the writing performance of Nigerian undergraduates. The study employed a mixedmethod convergent parallel design. The participants involved in the study were an intact class of 18 second-year students taking English Composition course in a college in North-eastern Nigeria. The study was conducted over a period of 12 weeks. The quantitative data were collected through the participants’ writing activities, a metacognitive questionnaire which was administered before and after the PBL treatment, and a PBL questionnaire which was administered at the end of the whole PBL treatment. Paired-sample t-test analysis was run to compare the mean scores of the pre- and post-treatment writing scores and metacognitive scores. The results showed that there were significant improvements in the content, organisation,vocabulary, language use and mechanics of the participants’ post-treatment writing scores. The statistical analysis of the metacognitive questionnaire revealed significant improvements in the participants’ metacognition. Specifically, the results showed that the PBL approach had significant effect on the participants’ awareness of metacognitive knowledge of task requirements, personal learning process, strategy use, text and accuracy, problem-solving and discourse features. The results of the PBL questionnaire showed the participants’ positive perceptions of the use of the PBL approach in a writing classroom. The qualitative data were collected from the participants’ interactions during the PBL process and through semi-structured interviews and reflective journal writing. The analysis of the qualitative data revealed that tutor facilitations and peer collaboration involved in the PBL process helped and encouraged the participants to employ metacognitive strategies effectively to generate viable solutions to ill-structured problems and collaboratively developed their writing. The study suggests PBL as an alternative method to be used in writing classrooms, especially in the Nigerian context. The study also offers theoretical and pedagogical implications and recommendations for further research. Writing - Technique Undergraduates - Nigeria 2017-05 Thesis http://psasir.upm.edu.my/id/eprint/66980/ http://psasir.upm.edu.my/id/eprint/66980/1/FBMK%202017%2013%20IR.pdf text en public doctoral Universiti Putra Malaysia Writing - Technique Undergraduates - Nigeria
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
topic	Writing - Technique Undergraduates - Nigeria
spellingShingle	Writing - Technique Undergraduates - Nigeria Aliyu, Muhammad Mukhtar A problem-based learning approach to develop metacognition and writing performance of Nigerian undergraduates
description	Writing is an essential language skill for undergraduates. However, many Nigerian undergraduates display various problems when writing in English. In order to develop writing skills, there is a need to develop metacognition as it influences writing.However, there is an absence of studies that explore learning approaches to be used in developing students’ metacognition. Therefore, the aim of this study is to investigate the effects of a problem-based learning (PBL) approach on metacognition and the writing performance of Nigerian undergraduates. The study employed a mixedmethod convergent parallel design. The participants involved in the study were an intact class of 18 second-year students taking English Composition course in a college in North-eastern Nigeria. The study was conducted over a period of 12 weeks. The quantitative data were collected through the participants’ writing activities, a metacognitive questionnaire which was administered before and after the PBL treatment, and a PBL questionnaire which was administered at the end of the whole PBL treatment. Paired-sample t-test analysis was run to compare the mean scores of the pre- and post-treatment writing scores and metacognitive scores. The results showed that there were significant improvements in the content, organisation,vocabulary, language use and mechanics of the participants’ post-treatment writing scores. The statistical analysis of the metacognitive questionnaire revealed significant improvements in the participants’ metacognition. Specifically, the results showed that the PBL approach had significant effect on the participants’ awareness of metacognitive knowledge of task requirements, personal learning process, strategy use, text and accuracy, problem-solving and discourse features. The results of the PBL questionnaire showed the participants’ positive perceptions of the use of the PBL approach in a writing classroom. The qualitative data were collected from the participants’ interactions during the PBL process and through semi-structured interviews and reflective journal writing. The analysis of the qualitative data revealed that tutor facilitations and peer collaboration involved in the PBL process helped and encouraged the participants to employ metacognitive strategies effectively to generate viable solutions to ill-structured problems and collaboratively developed their writing. The study suggests PBL as an alternative method to be used in writing classrooms, especially in the Nigerian context. The study also offers theoretical and pedagogical implications and recommendations for further research.
format	Thesis
qualification_level	Doctorate
author	Aliyu, Muhammad Mukhtar
author_facet	Aliyu, Muhammad Mukhtar
author_sort	Aliyu, Muhammad Mukhtar
title	A problem-based learning approach to develop metacognition and writing performance of Nigerian undergraduates
title_short	A problem-based learning approach to develop metacognition and writing performance of Nigerian undergraduates
title_full	A problem-based learning approach to develop metacognition and writing performance of Nigerian undergraduates
title_fullStr	A problem-based learning approach to develop metacognition and writing performance of Nigerian undergraduates
title_full_unstemmed	A problem-based learning approach to develop metacognition and writing performance of Nigerian undergraduates
title_sort	problem-based learning approach to develop metacognition and writing performance of nigerian undergraduates
granting_institution	Universiti Putra Malaysia
publishDate	2017
url	http://psasir.upm.edu.my/id/eprint/66980/1/FBMK%202017%2013%20IR.pdf
_version_	1747812431400271872

A problem-based learning approach to develop metacognition and writing performance of Nigerian undergraduates

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