| dc.description.abstract | Globally, the academic performance in English language remains persistent and it is below the expected levels. There is a problem of persistent low academic performance in English language in Kenya specifically in Marani Sub County, Kisii County. Efforts aimed at improving die performance have been made, but still dismal performance in English language remains unending and worrying. Studies on possible causes of low performance in English language have been done. However, there is scanty literature on metacognitive learning strategies as predictors of academic performance in English in Kenya. The study sought to establish metacognitive learning strategies as predictors of academic performance in English language among students in public secondary schools in Marani Sub-County. The study was guided by the following objectives; to establish the effect of self-planning earning strategy on academic performance in English, to find out the effect of self-monitoring learning strategy on academic performance in English, to examine the effect of self-regulated learning strategy on performance in English, to determine the effect of self-evaluation learning strategy on academic performance in English language and to find out the effect of metacognitive learning strategies on academic performance of English language among students in public secondary schools in Marani Sub County. The study was informed by the Information Processing Model and Metacognitive Theory and convergent mixed method design. The study targeted 1397 students from 23 public secondary schools, 49 teachers of English language. Stratified random sampling technique was employed to sample 283 students from which random assignment was used to divide the participants into experimental and control groups. Purposive sampling was used to obtain 12 teachers of English. Reliability of the instruments was determined through Cronbach Alpha and a correlation coefficient of 0.80 was obtained. Content, face and construct validity was ensured by the experts’ judgment in Educational Psychology and University supervisors. Triangulation method was used to establish the trustworthiness of the research instruments for qualitative data. Data were collected using metacognitive learning strategies questionnaires, Focus Group Discussions, in-depth interviews and pretest/post-test scores. Quantitative data were analyzed through descriptive and inferential statistical techniques such as; means, standard deviation, Pearson Moment Product Correlation, Paired sample t-test, ANOVA, linear regression and multiple regression analysis. Qualitative data was analyzed thematically. The ANOVA findings indicated a statistically significant effect of self-planning learning strategies on academic performance in English language ([F (3, 266) =2.878, p=.000). The study established a statistically significant effect of self-evaluation learning strategy on academic performance ([F (3, 266) =6.082, p=.000). Quantitative results from paired sample t-test results revealed a statistically significant effect of metacognitive learning strategies between experimental and control groups in English academic performance. Multiple correlation results indicated that metacognitive learning strategies accounts for 7.6 percent of variance in academic performance in English among students in public secondary schools. The study concluded that metacognitive learning strategies are positive predictors of academic performance in English language among students. Hence, the study recommended that students should be sensitized and guided effectively to integrate metacognitive learning strategies in the learning process to promote quality academic performance in English language. | en_US |