Latent Class Analysis of Mathematics/Science Students Metacognitive Learning Strategies in College of Education in Volta Region, Ghana

Metacognitive learning refers to the process of being aware of and taking control of one's own learning. Research has shown that effective use of metacognitive learning strategies can lead to improved student learning outcomes. It helps student to set SMART goal, monitor their own progress, encouraging students to reflect on their own learning and providing feedback that is specific, constructive, and timely can help students to identify areas where they need to improve. The study focused on mathematics/science student’s metacognition utilization in Colleges of Education in Volta region of Ghana. Of 323 population, 139 were purposively and randomly sampled for the study using quantitative exploratory cross – sectional survey design. Twenty – five question items using Metacognitive Learning Utilization Questionnaire (MLUQ) relating to planning, monitoring, evaluation, self-regulation and comprehension was used for data collection. The latent class analysis (LCA) suggests the three-class solution as the accepted best fitting model, based on statistical fit indicators AIC, BIC, entropy, Gsq, and Chsq. The result revealed that comprehension, monitoring and evaluation were very good, and averagely good respectively utilised by majority while self – regulation and planning were satisfactorily and poorly utilised by students. The variables were tested using one way ANOVA with high, moderate and low-level utilization. It was found that there was a statistically significant difference between all three-class based on the mean difference. The study indicate that comprehension was highly utilized while planning was the lowest utilized component of metacognitive learning strategy. Is therefore, recommended student should be supported with metacognitive learning awareness with focus on planning and self-regulation. Other implications of the findings are discussed.