Idiege, Kimson Joseph (Ph. D), Nja, Cecilia Obi (Ph. D) & James, Precious Friday (Ph.D)
This study investigated the efficacy of interactive activation and competition (IAC) model as a metacognitive strategy on students’ achievement in Electrochemistry in Calabar Education Zone of Cross River State, Nigeria. Quasi- experimental research design involving pre-test, post-test, non-equivalent control groups was adopted. A sample of 142 SS2 Chemistry students selected purposively constituted four intact classes assigned to experimental (EXG) and control (COG) groups. Electrochemistry achievement test (EAT) with reliability coefficient of 0.8, using Kuder- Richardson’s (KR-20) formula was used as the instrument for obtaining data. Mean and Standard deviation used, addressed the research question, while analysis of covariance (ANCOVA) tested the null hypothesis at 0.05 levels of significance. Results showed that IAC-model enhanced students’ achievement in Electrochemistry more than conventional teaching method. Conclusion was drawn and recommendations made to include among others that; science teachers should be trained and retrained on the use of rehearsal – based method like IAC-model of instruction to enhance students’ achievement and improve on teachers’ teaching proficiency.