Abstract

This study determined the effects of direct and indirect comprehensive metacognitive feedback strategies on students' achievement in composition. The study adopted the pretest, posttest, control group, quasi experimental research design. The participants consisted of 87 secondary school students drawn from three different schools. The main instruments used were: Achievement Test in Composition (r=0.72), and Verbal Ability Test (r=0.87). Data were analyzed using Analysis of Covariance and Scheffe post hoc. The results revealed that treatment had a significant main effect on students' achievement in composition (F(2,100)=11.268; p 0.05,partial=0.087). There was no significant main effect of verbal ability and gender on students' achievement in composition (F (2, 70)=.221; p 0.05, partial=0.006), (F (1, 70) =.120, p 0.05, partial = 0.002). It is recommended that teachers should always adopt these feedback strategies for effective teaching so as to reduce students' errors to a minimal level in English composition.