This study was carried out to provide alternative strategy for teaching physics which appears to students as abstract. The study investigated the use of metacognitive learning model to improve achievement of physics students in secondary schools in Anambra State, Nigeria. Two research questions and two null hypothesis guided the study. The design was a quasi-experimental research design. The population was 1730 SS one students in physics in government owned schools. Multi stage sampling was employed in selecting 134 students from two co-educational schools. A physics achievement test (PAT) was the instrument for the study. A trial test was conducted on the instrument and was found to have reliability coefficient of 0.81 using Kuder Richardson formula 20. Data collected were analysed using mean, and standard deviation to answer the research questions and the Analysis of Covariance (ANCOVA) used to test the hypothesis at 0.05 level. Findings revealed that there was a significant difference in the mean achievement scores of physics students taught with metacognitive learning model than those taught using conventional lecture and recommendation is that workshops should be organized to educate teachers on viable teaching methods.