British Journal of Education (BJE)

EA Journals

Predicting Problem Solving Ability from Metacognition and Self-efficacy Beliefs on a Cross Validated Sample


Grounded in social cognitive theory of self-efficacy and self-regulation, this study examined the influence of metacognition and self-efficacy beliefs on genetics problem solving ability among high school students in Kenya using a quasi-experimental research design. The study was conducted in Western Province, Kenya. A total of 2,138 high school students were purposively sampled. Data were collected using a Self-efficacy questionnaire, a biology ability test, a genetics problem solving test, and metacognitive prompting questionnaire. Data were analyzed through descriptive statistics, correlations, and multiple regressions. The hypothesized regression model was tested for its stability through cross-validation. Findings revealed that metacognition and self-efficacy significantly predicted genetics problem-solving ability. Furthermore, self-efficacy moderated the relationship between metacognition and genetics problem-solving ability. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya

Keywords: Metacognition. Problem solving, Prompting, Self-Efficacy

cc logo

This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License


Recent Publications

Email ID:
Impact Factor: 7.89
Print ISSN: 2054-6351
Online ISSN: 2054-636X

Author Guidelines
Submit Papers
Review Status


Scroll to Top

Don't miss any Call For Paper update from EA Journals

Fill up the form below and get notified everytime we call for new submissions for our journals.