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This study investigated the effect of metacognitive scaffolding teaching strategy on secondary school physics students’ achievement in thermal energy in Federal Capital Territory (FCT), Abuja, Nigeria.  The study investigated one research question and one null hypothesis tested at 0.05 level of significance.  Quasi experimental research design involving non randomized control pretest-posttest design was utilized.  The study population consisted of 2699 Senior Secondary II (SSII) physics students from 54 public SSII physics students in FCT, Abuja. Multistage random sampling technique was used to select 75 SSII physics students from two SS as sample for the study.  One instrument consisting of Thermal Energy Achievement Test (TEAT) was used for data collection. The instrument was given to two science education experts and one measurement and evaluation expert for validation and trial tested at GSS Jikoyi. The reliability coefficient was analyzed using Kuder-Richardson (K-R)21  to obtain a reliability coefficient of 0.92.  The data collected from the instrument were analyzed using Statistical Package for Social Science (SPSS). The research question was answered using mean and standard deviation while the null hypothesis was tested using Analysis of Covariance (ANCOVA).  Finding from the analyzed data showed that physics students taught using metacognitive scaffolding teaching strategy performed better in their achievement scores than those physics students taught using conventional teaching method.    Based on the finding, it was recommended among others that physics teachers should be encouraged to teach using metacognitive scaffolding teaching strategy.  Government and educational agencies, curriculum planners and developers should encourage the training of physics teachers on metacognitive scaffolding teaching during seminars, workshops and conferencesThis study investigated the effect of metacognitive scaffolding teaching strategy on secondary school physics students’ achievement in thermal energy in Federal Capital Territory (FCT), Abuja, Nigeria.  The study investigated one research question and one null hypothesis tested at 0.05 level of significance.  Quasi experimental research design involving non randomized control pretest-posttest design was utilized.  The study population consisted of 2699 Senior Secondary II (SSII) physics students from 54 public SSII physics students in FCT, Abuja. Multistage random sampling technique was used to select 75 SSII physics students from two SS as sample for the study.  One instrument consisting of Thermal Energy Achievement Test (TEAT) was used for data collection. The instrument was given to two science education experts and one measurement and evaluation expert for validation and trial tested at GSS Jikoyi. The reliability coefficient was analyzed using Kuder-Richardson (K-R)21  to obtain a reliability coefficient of 0.92.  The data collected from the instrument were analyzed using Statistical Package for Social Science (SPSS). The research question was answered using mean and standard deviation while the null hypothesis was tested using Analysis of Covariance (ANCOVA).  Finding from the analyzed data showed that physics students taught using metacognitive scaffolding teaching strategy performed better in their achievement scores than those physics students taught using conventional teaching method.    Based on the finding, it was recommended among others that physics teachers should be encouraged to teach using metacognitive scaffolding teaching strategy.  Government and educational agencies, curriculum planners and developers should encourage the training of physics teachers on metacognitive scaffolding teaching during seminars, workshops and conferences